Contagious Flow

Abstract

The current study examined undergraduate student understanding of, and interest in, course material as potential antecedents to student experiences of flow within a classroom setting. In addition, the social, informative, and contagious nature of flow were examined, as was the influence of being in flow during classroom coverage of material on subsequent quiz performance. Data from 14 students in an intensive course were collected over 15 days. All students provided ratings of their mood at the start of each class and ratings of their experienced flow, their interest in and understanding of material, and perceptions of their classmates' and the instructor's flow at the end of each class. In addition, the instructor provided ratings of her flow and perceptions of the class at the start and end of each class. Finally, students completed daily quizzes over the previous day's material. Results revealed that, controlling for prior mood, understanding of and interest in material were related to daily reports of flow experiences. In addition, evidence for the social validation and contagion effects of flow emerged. Contrary to expectations, flow during knowledge acquisition was not related to

Zanesenost u akademskim aktivnostima i dobrobit studenata

“…Drugo, već ranije spomenuto istraživanje Steela i Fullagara (2009) uputilo je na dva važna čimbenika koji facilitiraju doživljavanje akademske zanesenosti: podržavanje autonomije studenata od strane profesora te jasnoća uloge, odnosno student mora točno znati što treba raditi, a u sklopu jasnoće uloge važne su i povratne informacije profesora, što se objašnjava time da oba navedena čimbenika povećavaju osjećaj kontrole (Csikszentmihalyi, 1997). Culbertson, Fullagar, Simmons i Zhu (2015) proveli su istraživanje o ulozi materijala koji je prezentiran studentima, pri čemu su studenti procjenjivali zanesenost nakon svakog sata nastave tijekom dva tjedna koliko je trajala nastava. Pokazalo se da je za doživljavanje zanesenosti na satu važan prediktor bilo razumijevanje materijala koji im je prezentiran kao i to koliko je materijal bio studentima zanimljiv.…”

Wanting and Liking: Components of Situated Motivation Constructs?

“…Students have experienced flow in classrooms (Andersen, 2010) and in online learning environments (Scoresby & Shelton, 2011). The construct of flow has been used to refer only to optimal motivation experiences, and it is a significant predictor of course satisfaction (Shin, 2006) and the learning of subject matter (Culbertson, Fullagar, Simmons, & Zhu, 2015).…”

“…In fact, flow is regarded as a highly positive emotional experience: Busch, Hofer, Chasiotis, and Campos (2013), for example, argued that it occurs when the activity is conducted for its own sake and the enjoyment of doing it. Similarly, Culbertson et al (2015) stated that engagement in the complex and challenging tasks that are typical of flow experiences "is physiologically pleasurable" (p. 323). This is also evident in the wording of items used to measure flow: "I found the learning experience extremely rewarding" (Guo & Ro, 2008, p. 461), and "I really enjoyed the experience" (Beard & Hoy, 2010, p. 443).…”

“…In other words, students experience a desire to attain. For example, Culbertson et al (2015) argued that flow could be implicated when "students want to learn more about what is being Volume 11-Number 3 presented" (p. 322). This idea has been represented by "goal clarity" items in flow scales: "I knew clearly what I wanted to learn" and "I had a strong sense of what I wanted to learn" (Guo & Ro, 2008, p. 460).…”

“…Some flow theorists have identified a causal link between the enjoyment and the desire to attain. Culbertson et al (2015) argued that "flow experiences are so enjoyable that individuals will seek out those activities for no other reason than to experience that feeling again" (p. 323). Similarly, Busch et al (2013) argued that, because flow is a highly positive emotional experience, "individuals would want to have the same emotional experience again" (p. 242).…”