The Relationship Between Executive Functions and Flow in Learning

Golub, Tajana Ljubin; Rijavec, Majda; Olčar, Diana

doi:10.21909/sp.2016.01.706

Cited by 10 publications

(4 citation statements)

References 48 publications

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“…As expected, the present study also showed that the only significant predictor of academic achievement for both groups was flow in academic activities. This result is in line with previous studies showing the association between flow in learning and academic achievement (Engeser et al, 2005;Ljubin Golub et al, 2016a). Flow in academic activities, leisure and routine activities can explain 7% of the variance of nonworking students' academic achievement and 11% of the variance of part-time working students' academic achievement.…”

Section: Flow In Different Domains As Predictors Of Students' Well-besupporting

confidence: 92%

“…Flow was shown to be associated with higher efficiency. In an educational context, it was shown that flow in learning is positively related to higher GPA (Ljubin Golub, Rijavec, & Olčar, 2016a;Schiefele & Csikszentmihalyi, 1995). Also, flow predicted students' performance (Engeser & Rheinberg, 2008) even when students' initial abilities and GPA were controlled (Engeser, Rheinberg, Vollmeyer, & Bischoff, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Working Part-Time during Studies: The Role of Flow in Students’ Well-Being and Academic Achievement / Povremeni rad tijekom studija: Uloga zanesenosti u dobrobiti i akademskom uspjehu studenata

Rijavec

Golub

Jurčec

et al. 2018

Croatian Journal of Education

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Previous studies have suggested that only flow in the activity that one finds important contributes to well-being. This study was done in order to further investigate the role of flow in different activities and its impact on well-being in two types of students, i.e. nonworking students (NWS) and part-time working students (PWS). The sample comprised first and second year university students (85% female) at the University of Zagreb, 113 NWS and 110 PWS. Several questionnaires were administered in order to assess flow in different activities, well-being, and burnout. Also, students reported their grade point average (GPA). The results showed that in both groups flow in academic activities was the only stable positive predictor of well-being and academic achievement, and a negative predictor of burnout, in line with the finding that both groups of students assessed academic activities as the most important and most useful. Additionally, there were no differences between NWS and PWS in well-being, burnout, and GPA, suggesting that this PWS group was not yet experiencing any negative consequences of parttime working. The importance of introducing flow inducing activities in academic assignments is suggested as crucial for students' well-being.

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Section: Flow In Different Domains As Predictors Of Students' Well-besupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Working Part-Time during Studies: The Role of Flow in Students’ Well-Being and Academic Achievement / Povremeni rad tijekom studija: Uloga zanesenosti u dobrobiti i akademskom uspjehu studenata

Rijavec

Golub

Jurčec

et al. 2018

Croatian Journal of Education

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“…Therefore, studies which are trying to find the protective factors are beginning to emerge. Experiencing flow is associated with increased students well-being (Asakawa, 2010;Rijavec, Ljubin-Golub, Jurčec, & Olčar, 2017), academic success (Engeser et al, 2005;Ljubin-Golub et al, 2016), and is negatively related to burnout , and thus may be a protective factor for burnout. However, the role of flow experienced in different domains, i.e., academic domain and leisure domain as protective factors of academic burnout is not yet researched in longitudinal design.…”

Section: Problem Statementmentioning

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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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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“…Although flow research started with activities that are usually associated with leisure, later research showed that flow experiences also happen during obligatory activities, such as work (Csikszentmihalyi & LeFevre, 1989;LeFevre, 1988) and studying (Carli et al, 1988;Rijavec et al, 2016). In an academic setting, flow is related to higher commitment, motivation, achievement, and persistence (Ljubin Golub et al 2016;Shernoff et al, 2003;Shernoff & Hoogstra, 2001;Shernoff & Schmidt, 2008) and to a better understanding of the presented material (Culbertson et al, 2015). However, previous research has shown that flow during academic work is less frequent than flow during leisure activities.…”

Section: General Introductionmentioning

confidence: 99%

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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The Relationship Between Executive Functions and Flow in Learning

Cited by 10 publications

References 48 publications

Working Part-Time during Studies: The Role of Flow in Students’ Well-Being and Academic Achievement / Povremeni rad tijekom studija: Uloga zanesenosti u dobrobiti i akademskom uspjehu studenata

Working Part-Time during Studies: The Role of Flow in Students’ Well-Being and Academic Achievement / Povremeni rad tijekom studija: Uloga zanesenosti u dobrobiti i akademskom uspjehu studenata

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

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

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