Zanesenost
u akademskim aktivnostima i dobrobit studenata

Rijavec, Majda; Golub, Tajana Ljubin

doi:10.31820/pt.27.3.9

Cited by 3 publications

(2 citation statements)

References 56 publications

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“…The protective role of academic flow on academic burnout is in line with previous cross-sectional studies that associated academic flow with higher levels of well-being and lower levels of psychological distress and burnout Rijavec et al, 2017;Steele & Fullagar, 2009; for review see Rijavec & Ljubin Golub, 2019).…”

Section: Structural Equation Modelingsupporting

confidence: 83%

“…Although academic activities in school and college are usually obligatory and students have little freedom in regard to these activities, they nevertheless can experience flow while doing them Shernoff & Csikszentmihaly, 2009). There is evidence that experiencing flow in general is related to wellbeing (Asakawa, 2010), and flow in educational settings is related to various positive outcomes such as higher engagement in learning, better academic achievement (Engeser, Rheinberg, Vollmeyer, & Bischoff, 2005; Ljubin-Golub, , higher psychological and physical health (Steele & Fullagar, 2009) and higher well-being Rijavec, & Ljubin Golub, 2019).…”

Section: Flowmentioning

confidence: 99%

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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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Section: Structural Equation Modelingsupporting

confidence: 83%

Section: Flowmentioning

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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Educational Robots and Flow Experience

Cergol

Karabin

2022

Robotics in Education

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The Role of Academic Flow in Students' Achievement and Well-Being

Olčar

Golub

Rijavec

2021

PEC

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Flow experience is related to well-being. Still, the question arises as to whether the flow is beneficial because of its intensity and frequency, or its contribution to well-being depends on the domain in which it is experienced. It was hypothesized that flow experienced in a domain that is perceived important and useful (i.e., the academic domain) contributes more to students’ well-being than flow experienced in domains that are perceived as less important and less useful (leisure and routine activities) even though it is in academic domain experienced less often and less intensely. This hypothesis was tested in two separate studies. In the first study, the flow was operationalized as a trait and the frequency of flow was measured via questionnaires. In the second study, the flow was operationalized as a state and the intensity of flow was measured via the experience sampling method. The samples were comprised of university students from Zagreb, Croatia. Both studies showed that flow in a domain that is perceived as more important and useful (i.e., the academic domain), although is experienced less often and less strongly, is more related to students’ well-being than flow in domains perceived by students as less important and less useful (leisure and routine activities). It was also tested if the association between academic flow and well-being is mediated by academic achievement. This hypothesis was not accepted. The results of this study indicate that it is important for students to have opportunities to experience flow in their studies because it is a pleasant state, related to better achievement, and it adds to their overall well-being. Keywords: flow experience, sampling method, flourishing, flow in learning, life satisfaction, optimal experience

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Zanesenost u akademskim aktivnostima i dobrobit studenata

Cited by 3 publications

References 56 publications

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

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

Educational Robots and Flow Experience

The Role of Academic Flow in Students' Achievement and Well-Being

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