Arousal of Flow Experience in a Learning Setting and Its Effects on Exam Performance and Affect

Lade...
Vorschaubild
Dateien
Schueler_0-382895.pdf
Schueler_0-382895.pdfGröße: 141.63 KBDownloads: 1947
Datum
2007
Autor:innen
Herausgeber:innen
Kontakt
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
ArXiv-ID
Internationale Patentnummer
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Open Access Green
Core Facility der Universität Konstanz
Gesperrt bis
Titel in einer weiteren Sprache
Forschungsvorhaben
Organisationseinheiten
Zeitschriftenheft
Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published
Erschienen in
Zeitschrift für Pädagogische Psychologie. 2007, 21(3/4), pp. 217-227. ISSN 1010-0652. eISSN 1664-2910. Available under: doi: 10.1024/1010-0652.21.3.217
Zusammenfassung

Flow experience is associated with learning motivation, performance and positive affect. Therefore it is important to analyze its antecedents. An important antecedent for experiencing flow is the balance between the person’s skill and how challenging the situation is (Csikszentmihalyi, 1990). According to Atkinson’s (1957) risk-taking model, only individuals with high hope-of-success prefer situations in which a balance of challenge and skill is given while individuals with high fear-of-failure try to avoid such situations. Integration of these two lines of research leads to the suggestion that the achievement motive might moderate the relationship between the challengeskill balance and flow experience. This notion could be confirmed in two studies with undergraduate students (N = 57/N = 395). Additionally, flow experience was found to be a significant predictor of affect (Study 1 and 2) and exam performance (Study 2). I discuss these findings and their practical implications for academic learning settings.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
150 Psychologie
Schlagwörter
flow experience, challenge-skill balance, achievement motive, performance
Konferenz
Rezension
undefined / . - undefined, undefined
Zitieren
ISO 690SCHÜLER, Julia, 2007. Arousal of Flow Experience in a Learning Setting and Its Effects on Exam Performance and Affect. In: Zeitschrift für Pädagogische Psychologie. 2007, 21(3/4), pp. 217-227. ISSN 1010-0652. eISSN 1664-2910. Available under: doi: 10.1024/1010-0652.21.3.217
BibTex
@article{Schuler2007-01Arous-37416,
  year={2007},
  doi={10.1024/1010-0652.21.3.217},
  title={Arousal of Flow Experience in a Learning Setting and Its Effects on Exam Performance and Affect},
  number={3/4},
  volume={21},
  issn={1010-0652},
  journal={Zeitschrift für Pädagogische Psychologie},
  pages={217--227},
  author={Schüler, Julia}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/37416">
    <dc:language>eng</dc:language>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/35"/>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/35"/>
    <dcterms:issued>2007-01</dcterms:issued>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:contributor>Schüler, Julia</dc:contributor>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/37416/3/Schueler_0-382895.pdf"/>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/37416/3/Schueler_0-382895.pdf"/>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2017-02-14T13:25:48Z</dc:date>
    <dcterms:abstract xml:lang="eng">Flow experience is associated with learning motivation, performance and positive affect. Therefore it is important to analyze its antecedents. An important antecedent for experiencing flow is the balance between the person’s skill and how challenging the situation is (Csikszentmihalyi, 1990). According to Atkinson’s (1957) risk-taking model, only individuals with high hope-of-success prefer situations in which a balance of challenge and skill is given while individuals with high fear-of-failure try to avoid such situations. Integration of these two lines of research leads to the suggestion that the achievement motive might moderate the relationship between the challengeskill balance and flow experience. This notion could be confirmed in two studies with undergraduate students (N = 57/N = 395). Additionally, flow experience was found to be a significant predictor of affect (Study 1 and 2) and exam performance (Study 2). I discuss these findings and their practical implications for academic learning settings.</dcterms:abstract>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/37416"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2017-02-14T13:25:48Z</dcterms:available>
    <dcterms:title>Arousal of Flow Experience in a Learning Setting and Its Effects on Exam Performance and Affect</dcterms:title>
    <dc:rights>terms-of-use</dc:rights>
    <dc:creator>Schüler, Julia</dc:creator>
  </rdf:Description>
</rdf:RDF>
Interner Vermerk
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Kontakt
URL der Originalveröffentl.
Prüfdatum der URL
Prüfungsdatum der Dissertation
Finanzierungsart
Kommentar zur Publikation
Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Nein
Begutachtet
Diese Publikation teilen