The relation between trait flow and engagement, understanding, and grades in undergraduate lectures

Abstract

BackgroundMuch work has focused on inattention in the classroom, examining how episodes of task‐unrelated thought (i.e., mind wandering) and engagement with various forms of media (e.g., media multitasking, smartphone use) influence retention of lecture material. However, considerably less work has examined factors that may positively influence attentiveness in lectures.AimsWe aimed to explore whether the trait‐level tendency to experience ‘flow’—defined here as the subjective experience of deep and effortless concentration—is related to in‐class reports of engagement and understanding during undergraduate lectures, as well as academic performance.SampleParticipants were undergraduate students in Psychology at a University in Ontario, Canada.MethodsWe measured trait flow (i.e., deep, effortless concentration) at the beginning of each semester, and assessed engagement and understanding during lectures via experience sampling probes throughout two semesters in several university courses. Experience sampling probes were presented intermittently using a laptop application. We also measured students' trait mind wandering and grit, and collected students' course grades.ResultsThe general tendency to experience deep, effortless concentration predicted engagement and understanding in lectures throughout the term, as well as final course grades, over and above students' grittiness and tendency to mind wander.ConclusionsThese findings suggest that the everyday tendency to experience flow extends to a classroom environment and has implications for academic success.

School-based Training Effects on Liver Fluke and Cholangiocarcinoma Prevention: A Comparative Case Study of Individual Differences Among Elementary Teachers in Northeast Thailand

“…This is a positive outcome, as it indicates that health literacy initiatives can be designed to cater to a diverse group of teachers without the need for customization based on these demographic factors. Conversely, the geographical location of the school was found to be a significant factor affecting training outcomes (Smith et al, 2023). Specifically, teachers practicing in schools located in Ban Haed District demonstrated significantly higher average scores than those in Ban Phai District.…”

“…These findings provide valuable insights for the development of appropriate training activities tailored to the specific environmental conditions of each area, promoting sustainable knowledge, skills, and attitudes related to disease prevention (Pulimeno, et al, 2020). By tailoring interventions to local contexts, it becomes possible to address the unique challenges and opportunities presented by different regions, ultimately contributing to the long-term socioeconomic development of the nation (Smith et al, 2023). In summary, this study highlights the importance of location, collaboration, knowledge acquisition, and regional tailoring in the success of disease prevention training programs for elementary school teachers.…”

Flow experience fosters university students' well‐being through psychological resilience: A longitudinal design with cross‐lagged analysis

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Relationship between learning flow and academic performance among students: a systematic evaluation and meta-analysis

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