Personality and Optimal Experience in Adolescence: Implications for Well-Being and Development

Bassi, Marta; Steca, Patrizia; Monzani, Dario; Greco, Andrea; Fave, Antonella Delle

doi:10.1007/s10902-013-9451-x

Cited by 66 publications

(42 citation statements)

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“…Tako ljudi koji su radoznali, uporni i manje usmjereni sami na sebe češće i intenzivnije doživljavaju zanesenost. U okviru se petofaktorskog modela ličnosti pokazalo da je otvorenost prema iskustvu najvažnija varijabla za razlikovanje adolescenata koji doživljavaju zanesenost (u socijalnoj domeni, produktivnim zadacima ili slobodnim aktivnostima) u odnosu na one koji ju ne doživljavaju (Bassi, Steca, Monzani, Greco i Delle Fave, 2014). Istraživanja u kojima je mjeren intenzitet zanesenosti doživljen kroz razne domene pokazala su, pak, pozitivnu povezanost sa savjesnošću, a negativnu sa neuroticizmom (Ullen i Rijavec, M., Ljubin Golub, T.: Akademska zanesenost i dobrobit 521 541 Abstract Flow is a highly enjoyable state people feel when they are so focused on a task that it amounts to complete absorption in an activity.…”

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Zanesenost u akademskim aktivnostima i dobrobit studenata

Rijavec

Golub

2018

Psihol. teme (Online)

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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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Zanesenost u akademskim aktivnostima i dobrobit studenata

Rijavec

Golub

2018

Psihol. teme (Online)

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“…These findings confirm our expectations that subjectively rated situation characteristics should represent a more prominent precursor of the intensity of flow as a state as compared to the relatively stable personality traits. The latter have instead been found to predict the individual's general propensity towards flow (e.g., Johnson et al, 2014;Ullén et al, 2012), but to a lesser extent also the onset of flow (measured as all-or-nothing phenomenon; Bassi et al, 2014). It could be expected that personality affects the intensity of flow experience indirectly through a more proximal and thus more powerful influence of the perceived situation characteristics.…”

Section: Discussionmentioning

confidence: 99%

“…Studies focusing on flow intensity have most consistently found a negative association with neuroticism and a positive association with conscientiousness and sometimes extraversion (Johnson, Keiser, Skarin, & Ross, 2014;Mesurado & Richaud de Minzi, 2014;Ullén et al, 2012). Conversely, in a study that investigated a relationship between personality traits and the occurrence of flow, the only personality trait predictive of flow onset was openness to experience (Bassi, Steca, Monzani, Greco, & Delle Fave, 2014). Authors suggested that openness to new challenges as a receptive quality (Csíkszentmihályi, Rathunde, & Whalen, 1993) might play a crucial role in identifying opportunities for flow.…”

Section: Introductionmentioning

confidence: 99%

Bringing the Psychology of Situations into Flow Research

Kocjan

Avsec

2017

Psihol. teme (Online)

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The aim of the present study was to extend the existing findings on environmental flow precursors by adopting the DIAMONDS taxonomy of psychologically meaningful situation characteristics as a comprehensive theoretical framework. It was hypothesized that an individual's perception of the flow-related situation, particularly the dimensions of duty, intellect and positivity, would represent a more powerful predictor of the intensity of flow as compared to his or her basic personality traits. The first sample consisted of 169 employees who had to focus on the most engaging work-related event they had experienced in the past three months. They rated the characteristics of that situation and estimated the intensity of their flow experience. The second sample consisted of 96 students who participated in a challenging group activity. After the activity, they filled-in the same questionnaires as the first sample. Participants from both samples also rated their basic personality traits. Despite differences in the settings and flow-related situations evaluated, the obtained findings were similar for the two samples studied. While the association between flow and personality was weak, the situation characteristics were more strongly related to flow. Although the two samples differed with respect to the mean levels of the flow-related situation characteristics, regression analyses yielded similar results, suggesting that the intensity of flow at work and in studying is most prominently determined by situation characteristics related to intellect and positivity. Stable personality characteristics, on the other hand, had low predictive power in explaining the intensity of flow.

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“…Studies have shown that flow is associated with higher engagement (e.g., Ljubin-Golub, Rijavec, & Jurčec, 2018), task interest, and job performance (e.g., Chu & Lee, 2012), life satisfaction (e.g., Asakawa, 2010) and psychological well-being (Bassi, Steca, Monzani, Greco, & Delle Fave, 2013). On the sample of Croatian primary school teachers, Olčar (2015) found that they often experience flow at work, mostly during teaching (63%) and that work-related flow was positively related to their well-being (positive affect, engagement and life satisfaction) and negatively to their ill-being (negative affect and burnout).…”

Section: Flowmentioning

confidence: 99%

Teachers’ Work Orientations And Flourishing: Mediated By Flow In Different Domains

Jurčec¹

2019

The European Proceedings of Social and Behavioural Sciences

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According to recent studies, teachers' well-being is a significant contributor to teacher effectiveness in terms of students' academic achievement, so it would be worth finding out what contributes to teachers' well-being. By extending previous research that revealed the positive relationship between the calling orientation and well-being and the negative between job/career orientation and well-being, the present study aimed to explore the role of flow in different life domains as mechanisms underlying this relationship, with an accent on flow at work. Correlational research design was used to examine the relationship between work orientations, flow in different life domains and flourishing of 315 classroom teachers from Croatia. The following self-report measures were used: Work-Life Questionnaire, Swedish Flow Proneness Questionnaire, and Flourishing Scale. Three parallel mediations were performed to test the hypothesized mediation role of flow in different life domains on the relationship between work orientations and flourishing. Results showed that career orientation was insignificant for teachers' flourishing. Flow at work partially mediated the positive relationship between calling orientation and flourishing, and the negative relationship between job orientation and flourishing. The study provides empirical support for the role of flow at work relationship between calling and wellbeing, suggesting that flourishing of calling oriented teachers can be enhanced by experiencing flow at work.

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Personality and Optimal Experience in Adolescence: Implications for Well-Being and Development

Cited by 66 publications

References 50 publications

Zanesenost u akademskim aktivnostima i dobrobit studenata

Zanesenost u akademskim aktivnostima i dobrobit studenata

Bringing the Psychology of Situations into Flow Research

Teachers’ Work Orientations And Flourishing: Mediated By Flow In Different Domains

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