Seeking Challenge, Finding Skill: Flow Experience and Music Education

Custodero, Lori A.

doi:10.1080/10632910209600288

Cited by 127 publications

(99 citation statements)

References 14 publications

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“…The dynamism created by challenging, intrinsically rewarding activity and requisite skill suggests that the identification of flow in learning environments should inform pedagogical practices (Custodero, 2002). People are most highly encouraged when they have opportunities to influence the quality of their engagement and when they perceive a sense of autonomy (Deci, 1995).…”

Section: International Journal Of Research Studies In Education 105mentioning

confidence: 99%

An investigation of the most Flow Inducing Genres

Ghonsooly¹,

Hamedi²

2014

IJRSE

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The present study aims at examining the extent to which three discourse genres of descriptive, expository, and narrative would be flow inducing. In other words, it attempts to testify the role of the text in promoting optimal experience on the one hand, and to identify which discourse genre would be the most flow inducing, on the other hand. To this end, a community sample of 60 participants comprising of 16 males and 44 females from various English language institutes in Mashhad, volunteered to take part in the study by reading three texts of TOEFL containing the expository, narrative, and descriptive genres. After each reading the respondents were asked to reflect on their flow experience through filling in the Flow Perception Questionnaire (Egbert, 2003). The researchers investigated flow differences across genres by employing repeated measures ANOVA. The results revealed that flow occurred during the reading of descriptive, narrative, and expository genres; however, there were significant differences in terms of the flow scores engendered by the variations across these genres. The results of the data analysis reported the descriptive genre as the most flow inducing discourse genre.

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Section: International Journal Of Research Studies In Education 105mentioning

confidence: 99%

An investigation of the most Flow Inducing Genres

Ghonsooly¹,

Hamedi²

2014

IJRSE

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“…The concept of flow is considered particularly relevant to the investigation of learning processes, and several scholars have investigated the specific factors fostering optimal experience in education [16,[20][21][22][23][24][25]. While Csikszentmihalyi investigated flow mainly at the individual level, Sawyer [11,15] extended this concept to the study of group collaboration, with the purpose of understanding which features facilitate optimal group experience and its relationship with creative performance.…”

Section: Key Concepts and Termsmentioning

confidence: 99%

Networked Flow: A Framework for Understanding the Dynamics of Creative Collaboration in Educational and Training Settings

Gaggioli¹

2011

TOEDUJ

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Supporting creative collaboration in the classroom is considered an important objective by current education research, as growing evidence suggests that this practice is linked with the quality of learning and the development of problem solving skills. Drawing on recent advances in group creativity research, social cognition and network science, we propose a theoretical framework for studying creative collaboration that integrates the concepts of group flow and social presence. Our key hypothesis is that in order for a group to enter the creative state of flow, members must be able to develop a "we-intention", in which the actions of the individuals and those of the collective are merged (social presence). According to our model, this is a staged process, beginning with the co-construction of a shared frame within the group and culminating with the creation of a novel artefact or concept. A further assumption is that the emergence of such optimal group state is associated with structural changes in the dynamics of group interaction, which can be effectively investigated using social network analysis techniques.

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“…Considerations of flow span several contexts, such as students' engagement in the classroom (Shernoff et al, 2003), learning of a foreign language (Egbert, 2004), management of sports and music leisure activities (Custodero, 2002;Jackson, 1977;O'Neill, 1999aO'Neill, , 1999b), customers' online shopping behavior (Koufaris, 2002;Pace, 2004;Smith and Sivakumar, 2004), people's behavior and acceptance of messages and content exchanges online (Lu et al, 2009), and motivation and creativity (Csikszentmihalyi and Csikszentmihalyi, 1988). Although the current stream of interactions and content generated on Facebook are similar to other online and offline activities, the number of hours that users spend is increasing, and many people claim to organize their lives about Facebook.…”

Section: Flow Theory (Ft)mentioning

confidence: 99%