Flow in the Academic Domain: The Role of Perfectionism and Engagement

SažetakZanesenost je izrazito ugodno psihološko stanje koje ljudi doživljavaju kada su u tolikoj mjeri usmjereni na aktivnost kojom se trenutno bave da su potpuno njome zaokupljeni. Glavni je uvjet za pojavu stanja zanesenosti ravnoteža između izazova i vještina, pri čemu i izazovi i vještine moraju za pojedinca biti iznadprosječni. Zanesenost se najčešće istraživala u slobodnim aktivnostima, ali je ljudi doživljavaju i u aktivnostima koje su nametnute ili u njima ima manje slobode izbora, kao što su posao i obrazovanje. Zanesenost ima pozitivne posljedice ne samo na učinkovitost u različitim područjima života nego i na dobrobit pojedinca. I u akademskom je kontekstu zanesenost povezana s različitim pozitivnim ishodima, uključujući bolje svladavanje nastavnog programa, veća akademska postignuća, ali i veću dobrobit studenata. Kada je u pitanju studentska populacija, iskustva zanesenosti u akademskim aktivnostima manje su učestala nego u ostalim područjima studentskog života (slobodno vrijeme, uobičajene svakodnevne aktivnosti, povremeni posao), ali je veza između zanesenosti i dobrobiti najizraženija upravo u akademskom kontekstu. U ovom se radu daje pregled istraživanja akademske zanesenosti u studentskoj populaciji, posebno onih koja upućuju na moguće uzroke navedene povezanosti, kao što su važnost i korisnost akademskih aktivnosti za ostvarenje budućih životnih ciljeva, važnost akademskih aktivnosti za izgradnju socijalnog identiteta te smanjenje akademskog stresa i sagorijevanja.Ključne riječi: akademska zanesenost, dobrobit, socijalni identitet, akademski stres, studenti UvodPojavom se pozitivne psihologije značajno povećao broj istraživanja fenomena koji uključuju pozitivna stanja, pozitivnu osobu i pozitivnu zajednicu (Rijavec i Miljković, 2006). Analiza je objavljenih znanstvenih radova u tom području pokazala da je najviše istraživanja provedeno o dobrobiti (preko 40%), a slijede istraživanja snaga karaktera, nade, zahvalnosti, otpornosti i samorazvoja (Donaldson, Dollwet i Rao, 2015). Bez obzira na to što nije među najčešćim temama istraživanja, i stanje zanesenosti (engl. flow), kao jedno od pozitivnih stanja, također je privuklo veliku pozornost istraživača. PSIHOLOGIJSKE TEME, 27 (2018), 3, 519-541 520 Zanesenost je izrazito ugodno psihološko stanje koje ljudi doživljavaju kada su u tolikoj mjeri usmjereni na aktivnost kojom se trenutno bave da ih ta aktivnost u potpunosti zaokupi (Csikszentmihalyi, 1975(Csikszentmihalyi, /2000. To je stanje u kojem se pojedinac stapa s aktivnošću, potpuno je u nju uronjen, osjeća apsolutnu kontrolu nad njezinim izvođenjem, gubi osjećaj za vrijeme, a aktivnost postaje autotelična, tj. sama je sebi svrhom (Csikszentmihalyi i Rathunde, 1992; Nakamura i Csikszentmihalyi, 2009). Stanje zanesenosti je ugodno i zbog toga što je u tom stanju kapacitet svijesti u potpunosti usmjeren na aktivnost, pa pojedinac nema vremena za neugodne i anksiozne misli (Csikszentmihalyi, 1997).Prema originalnom modelu zanesenosti (Csikszentmihalyi, 1975(Csikszentmihalyi, /2000 da bi došlo do ...

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“…, a istraživanja zanesenosti u akademskoj domeni pokazala su povezanost zanesenosti s perfekcionizmom (Ljubin Golub, Rijavec i Jurčec, 2018).…”

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Zanesenost u akademskim aktivnostima i dobrobit studenata

Rijavec

Golub

2018

Psihol. teme (Online)

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“…The success of a conference depends on participants being awake and well-rested, which in turn means limiting working hours in a reasonable and familiar wayconsistent with more general concerns about work-life balance in academe (Siddiquee et al, 2016). The psychological state of conference participants that are immersed in current issues specific to their academic discipline and striving for high academic standards can be compared to flow (Ljubin-Golub et al, 2018). To promote or maintain flow, whether in face-to-face or virtual interaction (Ghani et al, 1991), the challenges of the conference should not exceed the abilities of the participants.…”

Section: Discussionmentioning

confidence: 99%

The Multi-hub Academic Conference: Global, Inclusive, Culturally Diverse, Creative, Sustainable

Parncutt

Lindborg

Meyer-Kahlen

et al. 2021

Front. Res. Metr. Anal.

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New conference formats are emerging in response to COVID-19 and climate change. Virtual conferences are sustainable and inclusive regardless of participant mobility (financial means, caring commitments, disability), but lack face-to-face contact. Hybrid conferences (physical meetings with additional virtual presentations) tend to discriminate against non-fliers and encourage unsustainable flying. Multi-hub conferences mix real and virtual interactions during talks and social breaks and are distributed across nominally equal hubs. We propose a global multi-hub solution in which all hubs interact daily in real time with all other hubs in parallel sessions by internet videoconferencing. Conference sessions are confined to three equally-spaced 4-h UTC timeslots. Local programs comprise morning and afternoon/evening sessions (recordings from night sessions can be watched later). Three reference hubs are located exactly 8 h apart; additional hubs are within 2 h and their programs are aligned with the closest reference hub. The conference experience at each hub depends on the number of local participants and the time difference to the nearest reference. Participants are motivated to travel to the nearest hub. Mobility-based discrimination is minimized. Lower costs facilitate diversity, equity, and inclusion. Academic quality, creativity, enjoyment, and low-carbon sustainability are simultaneously promoted.

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“…In this study we used leisure domain and also added the academic domain, since study-related activities are the core activities in students' life. The SFPQ-academic domain was used also in previous study in Croatia (Ljubin-Golub, Rijavec, & Jurčec, 2018). Participants rated the 7 original items on a 5-point Likert scale ranging from 1 (never) to 5 (every day, or almost every day) in relation to the question "When you do something for your studies, how often does it https: //doi.org/10.15405/epsbs.2019.11.2 Corresponding Author: Majda Rijavec Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 20 happen that….…”

Section: Methodsmentioning

confidence: 99%

Academic Flow And Burnout In College Students: An Eight-Month Longitudinal Study

Ljubin-Golub¹,

Rijavec²

2019

The European Proceedings of Social and Behavioural Sciences

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Academic burnout has serious negative consequences for both physical and mental health of college students. Therefore, studies trying to find the protective factors are beginning to emerge. The main research question was to assess whether flow experienced in different domains of students' life can be a protective factor of their academic burnout. Since longitudinal studies that would determine whether flow experienced in different activities prevents academic burnout are lacking, the aim of this study was to assess whether flow in academic and leisure activities predict longitudinal changes in students' academic burnout and to what extent. Using a two-wave cross-lagged panel design, the current study examined academic flow, flow in leisure activities and academic burnout in 160 first year students of University of Zagreb. Burnout and flow were assessed in two time waves: one month after beginning of the academic year, and then after 8 months, at the end of the academic year. Structural equation modeling was employed to test a series of competing models. Direct model with a path from flow in academic activities and leisure at the beginning of the academic year to burnout at the end of the academic year provided acceptable model fit. Academic flow was related to less, and flow in leisure activities to more subsequent academic burnout. The study suggests that enhancing flow experiences in academic activities may be relevant for reducing students' burnout. At the same time, results suggest that many leisure activities, although flow inducing, may be counterproductive for preventing students' burnout.

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Flow in the Academic Domain: The Role of Perfectionism and Engagement

Cited by 23 publications

References 47 publications

Zanesenost u akademskim aktivnostima i dobrobit studenata

Zanesenost u akademskim aktivnostima i dobrobit studenata

The Multi-hub Academic Conference: Global, Inclusive, Culturally Diverse, Creative, Sustainable

Academic Flow And Burnout In College Students: An Eight-Month Longitudinal Study

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