User:Positive not popular pysch/Flow (psychology)

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Flow Psychology Article Edit Draft[edit]

Lead[edit]

In positive psychology, a flow state, also known colloquially as being in the zone, is the mental state in which a person performing some activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In essence, flow is characterized by the complete absorption in what one does, and a resulting transformation in one's sense of time.[1] Flow is the melting together of action and consciousness; the state of finding a balance between a skill and how challenging that task is. It requires a high level of concentration; however, it should be effortless. Flow is used as a coping skill for stress and anxiety when productively pursuing a form of leisure that matches one's skill set.[2]

Named by the psychologist Mihály Csíkszentmihályi in 1970, the concept has been widely referred to across a variety of fields (and is particularly well recognized in occupational therapy), though the concept has been claimed to have existed for thousands of years under other names.[3][need quotation to verify]

The flow state shares many characteristics with hyperfocus.[4] However, hyperfocus is not always described in a positive light. Some examples include spending "too much" time playing video games or becoming pleasurably absorbed by one aspect of an assignment or task to the detriment of the overall assignment. In some cases, hyperfocus can "capture" a person, perhaps causing them to appear unfocused or to start several projects, but complete few. Hyperfocus is often mentioned "in the context of autism, schizophrenia, and attention deficit hyperactivity disorder – conditions that have consequences on attentional abilities."[4]


Article body[edit]

Applications[edit]

Applications suggested by Csíkszentmihályi versus other practitioners[edit]

Only Csíkszentmihályi seems to have published suggestions for extrinsic applications of the flow concept, such as design methods for playgrounds to elicit the flow experience. Other practitioners of Csíkszentmihályi's flow concept focus on intrinsic applications, such as spirituality, performance improvement, or self-help. His work has also informed the measurement of donor momentum by The New Science of Philanthropy.

Education[edit]

Psychological Flow State Research and Its Applications in Education and Academics[edit]

Psychological flow state research has garnered significant interest within the field of education and academics due to its potential implications for student engagement, learning outcomes, and overall academic performance. This section explores the findings from various studies and highlights the applications of flow state theory in educational settings.

Flow State and Student Engagement[edit]

Flow state theory suggests that when individuals are in a state of flow, they experience deep immersion, focus, and intrinsic motivation in their activities[5]. In the context of education, flow has been associated with increased student engagement, which is a key determinant of learning success .

Numerous studies have examined the relationship between flow and student engagement, demonstrating positive associations. For example, Csikszentmihalyi and Larson (1984) found that students who reported experiencing flow during their academic tasks exhibited higher levels of engagement, concentration, and enjoyment. Similarly, Cho and Lee (2017) discovered that flow experiences positively correlated with student engagement in a college classroom setting[6].

Engaging students in activities that promote flow states, such as challenging tasks with clear goals and immediate feedback, can enhance their motivation and overall academic performance. Educators can foster flow by designing learning environments that provide optimal challenges aligned with students' skill levels and interests.

Flow State and Learning Outcomes[edit]

Flow state research has also explored its impact on learning outcomes, such as knowledge acquisition, skill development, and creativity. When students are in a state of flow, they are more likely to experience a heightened sense of focus, concentration, and intrinsic motivation, which can lead to improved learning outcomes[7].

Studies have shown that flow experiences can enhance cognitive processes related to learning. For instance, Schüler and Brunner (2009) found that university students who reported being in a state of flow while studying demonstrated better information recall and problem-solving abilities. In addition, studies by Simons and Dewitte (2004) and Jackson and Csikszentmihalyi (1999) revealed that flow experiences positively influenced creativity and innovation among students.

By incorporating instructional strategies that promote flow, educators can optimize students' learning experiences. Providing clear goals, timely feedback, opportunities for active participation, and a balance between challenge and skill level are some effective approaches to fostering flow in educational contexts.

Applications of Flow State Theory in Education[edit]

The concept of flow has been applied to various educational settings and practices, offering valuable insights for teaching and learning. Here are a few notable applications:

1.     Skill Development: Flow state theory can inform the design of curricula and learning activities that promote the development of specific skills [8]. By structuring tasks to align with students' skill levels and providing immediate feedback, educators can facilitate skill acquisition and mastery.

2.     Optimal Learning Environments: Flow state research suggests that the design of learning environments can significantly impact student engagement and learning outcomes[9]. Creating environments that are challenging, supportive, and tailored to students' interests can facilitate flow experiences and foster deep learning.

3.     Motivation and Well-being: Flow state theory emphasizes the role of intrinsic motivation in optimal performance and well-being. Educators can encourage students' intrinsic motivation by promoting autonomy, competence, and relatedness in the learning process, thus facilitating flow experiences[10].

4.     Classroom Management: Understanding flow state dynamics can help educators manage classroom activities more effectively [11]. By providing clear instructions, structuring tasks, and offering appropriate challenges, educators can create conditions conducive to flow, leading to improved classroom experiences.

These applications demonstrate the potential benefits of integrating flow state theory into educational practices. However, further research is needed to explore the specific strategies and interventions that effectively foster flow in educational settings.

Young child, painting a model

In education, the concept of overlearning plays a role in a student's ability to achieve flow. Csíkszentmihályi[12] states that overlearning enables the mind to concentrate on visualizing the desired performance as a singular, integrated action instead of a set of actions. Challenging assignments that (slightly) stretch one's skills lead to flow.[13]

In the 1950s British cybernetician Gordon Pask designed an adaptive teaching machine called SAKI, an early example of "e-learning". The machine is discussed in some detail in Stafford Beer's book "Cybernetics and Management".[14] In the patent application for SAKI (1956),[15] Pask's comments (some of which are included below) indicate an awareness of the pedagogical importance of balancing student competence with didactic challenge, which is quite consistent with flow theory:

If the operator is receiving data at too slow a rate, he is likely to become bored and attend to other irrelevant data.

If the data given indicates too precisely what responses the operator is required to make, the skill becomes too easy to perform and the operator again tends to become bored.

If the data given is too complicated or is given at too great a rate, the operator is unable to deal with it. He is then liable to become discouraged and lose interest in performing or learning the skill.

Ideally, for an operator to perform a skill efficiently, the data presented to him should always be of sufficient complexity to maintain his interest and maintain a competitive situation, but not so complex as to discourage the operator. Similarly these conditions should obtain at each stage of a learning process if it is to be efficient. A tutor teaching one pupil seeks to maintain just these conditions.

Around 2000, it came to the attention of Csíkszentmihályi that the principles and practices of the Montessori Method of education, seemed to purposefully set up continuous flow opportunities and experiences for students. Csíkszentmihályi and psychologist Kevin Rathunde embarked on a multi-year study of student experiences in Montessori settings and traditional educational settings. The research supported observations that students achieved flow experiences more frequently in Montessori settings.[16][17][18]

Criticisms of Flow Theory[edit]

Criticisms of Csikszentmihalyi's Flow Theory[edit]

Research on flow experiences is well established, however there are still unresolved, critical issues with the universal definitions and measurements associated with the concept.[19] In recent years, the language, definitions, measurement approaches, and models of flow state in the research community have continually increased. Norsworthy et al. identifies notable commonalties found from A systematic review of flow state studies conducted from 2012 to 2019. Norsworthy et al. took one of the first steps towards determining a potential universalization of terminology for future use in research of flow.

Psychological flow state research has made significant strides in understanding the concept and its implications. However, like any scientific field, it is not without its criticisms and areas that require further investigation. This section explores the criticisms of flow state research and highlights the potential directions for future research.

1.     Lack of Clarity and Operationalization: One common criticism of Csikszentmihalyi's flow theory pertains to the lack of clarity and operationalization of its components. Flow is described as a state of complete immersion, but there is ongoing debate regarding the specific dimensions and criteria that constitute flow experiences. Some researchers argue that the theory lacks clear and consistent guidelines for measuring flow, which limits comparability across studies and hinders the establishment of a standardized framework.

2.     Homogeneity of Flow Experiences: Critics have raised concerns about the assumption that flow experiences have consistent qualities and outcomes across different individuals and activities. While Csikszentmihalyi's theory posits a universal nature of flow, some argue that flow experiences might vary depending on personal characteristics, cultural factors, and situational contexts. This criticism highlights the need for a more nuanced understanding of the diversity and contextual nuances of flow experiences. Keller and Landhäußer (2012, p. 56) advocate for a flow intensity model because many models of flow have trouble predicting the intensity of flow experiences that can occur under various circumstances where skill and task demands fit together to produce flow.[20] Cowley et al. found that because self-reported flow happens after-the-fact, it does not really capture the aspect of flow that happens in the moment. Furthermore, that aspect of flow is prone to change, so the self-reported experience of flow cannot be trusted as much.[21]

3.     Limited Attention to Negative Aspects: Csikszentmihalyi's flow theory primarily focuses on positive aspects of the flow experience, emphasizing enjoyment, intrinsic motivation, and optimal performance. However, some researchers argue that neglecting the potential negative aspects of flow, such as potential conflicts, negative emotions, or overuse leading to burnout, limits the comprehensiveness of the theory. Critics call for a more balanced approach that considers both positive and negative dimensions of flow experiences.

The lack of standardized definitions, measurement approaches, and terminologies hampers the cumulative progress of flow state research and poses challenges in synthesizing and comparing findings across studies [22]. It also limits the development of comprehensive theoretical models that can encompass the complexity and nuances of flow experiences. Addressing these critical issues is essential to enhance the scientific rigor and validity of flow state research, enabling a deeper understanding of this intriguing psychological phenomenon.

Despite these criticisms and challenges, the study of flow states continues to evolve and expand. Researchers are actively working towards refining the conceptualization, measurement, and theoretical frameworks of flow. Through ongoing efforts to establish consensus and develop standardized guidelines, the field aims to overcome these limitations, paving the way for more robust and comprehensive investigations into the nature and significance of psychological flow states.

Csikszentmihályi writes about the dangers of flow himself:

...enjoyable activities that produce flow have a potentially negative effect: while they are capable of improving the quality of existence by creating order in the mind, they can become addictive, at which point the self becomes captive of a certain kind of order, and is then unwilling to cope with the ambiguities of life.

Further, he writes:

The flow experience, like everything else, is not "good" in an absolute sense. It is good only in that it has the potential to make life more rich, intense, and meaningful; it is good because it increases the strengths and complexity of the self. But whether the consequence of any particular instance of flow is good in a larger sense needs to be discussed and evaluated in terms of more inclusive social criteria.[23]

Cameron et al. found that there is not a lot of information on group flow, and this may be hindering development in managerial and theoretical contributions.[24]

Braxton Soderman's 2021 monograph Against Flow: Video Games and the Flowing Subject points out that flow exists on ideological grounds as an individualist counterpoint to socialism. Furthermore, the application of flow via gamification has brought work and play into ever closer relationship. Play is, therefore, converted into a form of unpaid labor.[25]

Future Research Directions[edit]

Flow, as a psychological construct, continues to provide a fertile ground for diverse research investigations. There are numerous promising directions that future research may take, as noted in various recent studies.

In a global context, there is a gap in understanding how flow manifests within various socio-cultural contexts. Cross-cultural comparative studies, as suggested by Engeser and Rheinberg (2008), could delve into how flow experiences differ across societies, deepening our understanding of the concept's universality or cultural specificity [26].

The impact of technological advancements on flow experiences represents another noteworthy research direction. As digital technology increasingly permeates our lives, exploring how immersive technologies such as virtual reality or augmented reality facilitate or hinder flow states could be an enlightening line of study. The potential of such research has been discussed by Csikszentmihalyi and Csikszentmihalyi (2014), emphasizing the need to understand how digital distractions may disrupt flow and how these effects could be mitigated. Another critical avenue for future research is the role of flow in online learning. The rise of digital education platforms, as discussed by Csíkszentmihályi and Nakamura (2018), necessitates investigations into how flow can be fostered in these contexts and how it might influence learning outcomes [27].

Longitudinal studies, capable of tracking flow experiences over extended periods, could offer insights into the sustained effects of flow on personal development, well-being, and performance. As Seligman and Csikszentmihalyi (2000) have suggested, such research could offer a more nuanced understanding of the concept's long-term impact [28].

The neuroscientific underpinnings of flow are a developing field with significant potential. With advancements in neuroimaging technologies, as highlighted by Linden (2021), the opportunity to correlate psychological experiences of flow with their physiological counterparts becomes increasingly feasible [29]

Additional research into how flow impacts ethical decision-making across professional fields could have extensive implications. An exploratory study by Nielsen and Cleal (2010) hints at the potential role of flow in influencing ethical judgments, suggesting the necessity more extensive research in this domain [30].

Cameron et al. proposed a research program that focuses on how group flow is different from individual flow, and how group flow affects group performance. These ideas will address some of the issues in group flow research such as poor data collection and interpretation.[31] Sridhar & Lyngdoh suggested that research should investigate how mobility affects the ethical performance of sales professionals. Furthermore, there should be longitudinal studies done in various fields to understand the ethical implications of flow in sales.[32]

The exploration of flow in psychology remains a vibrant and dynamic area of inquiry. As these future research directions suggest, the applications and implications of understanding flow are boundless. With potential research spanning global cultural perspectives, cutting-edge technologies, and ethical implications in professional fields, the study of flow continues to be a crucial tool in maximizing human potential and improving overall life satisfaction.

The future of flow research, therefore, promises not only a deepened understanding of this complex phenomenon but also practical applications to improve our day-to-day lives and societal constructs

References[edit]

  1. ^ Ellis, Gary D.; Voelkl, Judith E.; Morris, Catherine (September 1994). "Measurement and Analysis Issues with Explanation of Variance in Daily Experience Using the Flow Model". Journal of Leisure Research. 26 (4): 337–356. doi:10.1080/00222216.1994.11969966. ISSN 0022-2216.
  2. ^ Mirvis, Philip H. (July 1991). "Flow: The Psychology of Optimal ExperienceFlow: The Psychology of Optimal Experience, by Csikszentmihalyi Michael. New York: Harper & Row, 1990, 303 pp., $19.95, cloth". Academy of Management Review. 16 (3): 636–640. doi:10.5465/amr.1991.4279513. ISSN 0363-7425.
  3. ^ Csikszentmihályi M (1990). FLOW: The Psychology of Optimal Experience (PDF). Harper and Row. ISBN 978-0-06-016253-5. Archived from the original (PDF) on 25 February 2015. Retrieved 2 April 2015.
  4. ^ a b Ashinoff, Brandon K.; Abu-Akel, Ahmad (2021-02-01). "Hyperfocus: the forgotten frontier of attention". Psychological Research. 85 (1): 1–19. doi:10.1007/s00426-019-01245-8. ISSN 1430-2772. PMC 7851038. PMID 31541305.
  5. ^ Borovay, Lindsay A.; Shore, Bruce M.; Caccese, Christina; Yang, Ethan; Hua, Olivia (Liv) (February 2019). "Flow, Achievement Level, and Inquiry-Based Learning". Journal of Advanced Academics. 30 (1): 74–106.
  6. ^ Oliveira, Wilk; Tenório, Kamilla; Hamari, Juho; Pastushenko, Olena; Isotani, Seiji (11 November 2021). "Predicting students' flow experience through behavior data in gamified educational systems". Smart Learning Environments. 8 (1): 30.
  7. ^ Gyllenpalm, Jakob (1 June 2018). "Inquiry and flow in science education". Cultural Studies of Science Education. 13 (2): 429–435.
  8. ^ Peifer, Corinna; Wolters, Gina; Harmat, László; Heutte, Jean; Tan, Jasmine; Freire, Teresa; Tavares, Dionísia; Fonte, Carla; Andersen, Frans Orsted; van den Hout, Jef; Šimleša, Milija; Pola, Linda; Ceja, Lucia; Triberti, Stefano (2022). "A Scoping Review of Flow Research". Frontiers in Psychology. 13.
  9. ^ Rodríguez-Ardura, Inma; Meseguer-Artola, Antoni (June 2017). "Flow in e-learning: What drives it and why it matters: Flow in e-learning: what drives it and why it matters". British Journal of Educational Technology. 48 (4): 899–915.
  10. ^ Wagner, L; Holenstein, M; Wepf, H; Ruch, W (2020). "Character Strengths Are Related to Students' Achievement, Flow Experiences, and Enjoyment in Teacher-Centered Learning, Individual, and Group Work Beyond Cognitive Ability". Frontiers in psychology. 11: 1324. doi:10.3389/fpsyg.2020.01324. PMID 32765332.{{cite journal}}: CS1 maint: unflagged free DOI (link)
  11. ^ Karwowski, M (June 2018). "The Flow of Learning". Europe's journal of psychology. 14 (2): 291–295. doi:10.5964/ejop.v14i2.1660. PMID 30008947.
  12. ^ Csikszentmihályi M (1990). FLOW: The Psychology of Optimal Experience (PDF). Harper and Row. ISBN 978-0-06-016253-5. Archived from the original (PDF) on 25 February 2015. Retrieved 2 April 2015.
  13. ^ Snyder CR, Lopez SJ (2007), "11", Positive Psychology, Sage Publications, Inc., ISBN 978-0-7619-2633-7
  14. ^ Beer S (1967). Cybernetics and Management. The English Universities Press. ISBN 978-0340045947.
  15. ^ Pask G. "US patent 2984017 A: Apparatus for assisting an operator in performing a skill".
  16. ^ Rathunde K, Csikszetnmihályi M (2005), "Middle school students' motivation and quality of experience: A comparison of Montessori and traditional school environments", American Journal of Education, 111 (3): 341–371, doi:10.1086/428885, S2CID 146766889
  17. ^ Rathunde K, Csikszentmihályi M (2005), "The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments", Elementary School Journal, 106 (1): 59–79, doi:10.1086/496907, S2CID 145336225
  18. ^ Rathunde K, Csikszentmihályi M (2006). "The developing person: An experiential perspective". In Lerner RM, Damon W (eds.). Theoretical models of human development. Handbook of Child Psychology (6 ed.). New York: Wiley.
  19. ^ Kawataba, Masato; Mallet, Cliff (2016). "What is flow?: Reconsideration of the state of optimal functioning beyond flow theory". Routledge International Handbook in Sport Psychology: 369–377. Retrieved 4 June 2023.
  20. ^ Keller J, Landhäußer A (2012). "The Flow Model Revisited". In Engeser S (ed.). Advances in Flow Research. New York: Springer. pp. 51–64. doi:10.1007/978-1-4614-2359-1_3. ISBN 978-1-4614-2358-4.
  21. ^ Cowley BU, Palomäki J, Tammi T, Frantsi R, Inkilä VP, Lehtonen N, Pölönen P, Vepsäläinen J, Lappi O (2019-05-15). "Flow Experiences During Visuomotor Skill Acquisition Reflect Deviation From a Power-Law Learning Curve, but Not Overall Level of Skill". Frontiers in Psychology. 10: 1126. doi:10.3389/fpsyg.2019.01126. PMC 6530424. PMID 31156519.
  22. ^ Ellis, Gary D.; Voelkl, Judith E.; Morris, Catherine (September 1994). "Measurement and Analysis Issues with Explanation of Variance in Daily Experience Using the Flow Model". Journal of Leisure Research. 26 (4): 337–356. doi:https://doi.org/10.1080/00222216.1994.11969966. {{cite journal}}: Check |doi= value (help); External link in |doi= (help)
  23. ^ Csikszentmihályi M (1992). Flow: The Psychology of Happiness. Rider. ISBN 978-0-7126-5477-7. Retrieved 25 October 2015.
  24. ^ Léger PM, Sénécal S, Aubé C, Cameron AF, de Guinea AO, Brunelle E (June 2013). The Influence of Group Flow on Group Performance: a Research Program. Proceedings of the Gmunden Retreat on NeuroIS. p. 13.
  25. ^ Christian, Haines (16 March 2022). "Christian Haines reviews Against Flow". Critical Inquiry. Retrieved 5 April 2023.
  26. ^ Rheinberg, F; Engeser, S (2008). "Flow, performance and moderators of challenge-skill balance". Motivation and EMotion: 179. {{cite journal}}: More than one of |pages= and |page= specified (help)
  27. ^ Nakamura, Jeanne; Csikszentmihalyi, Mihaly (2014). "The Concept of Flow". Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi: 239–263.
  28. ^ Seligman, Martin E. P.; Csikszentmihalyi, Mihaly (2000). "Positive psychology: An introduction". American Psychologist. 55 (1): 5–14. doi:10.1037//0003-066x.55.1.5.
  29. ^ van der Linden, Dimitri; Tops, Mattie; Bakker, Arnold B. (2021). "The Neuroscience of the Flow State: Involvement of the Locus Coeruleus Norepinephrine System". Frontiers in Psychology. 12.
  30. ^ Nielsen, Karina; Cleal, Bryan (2010). "Predicting flow at work: Investigating the activities and job characteristics that predict flow states at work". Journal of Occupational Health Psychology. 15 (2): 180–190. doi:10.1037/a0018893.
  31. ^ Léger PM, Sénécal S, Aubé C, Cameron AF, de Guinea AO, Brunelle E (June 2013). The Influence of Group Flow on Group Performance: a Research Program. Proceedings of the Gmunden Retreat on NeuroIS. p. 13.
  32. ^ Sridhar G, Lyngdoh T (2019-09-01). "Flow and Information Sharing as Predictors of Ethical Selling Behavior". Journal of Business Ethics. 158 (3): 807–823. doi:10.1007/s10551-017-3743-8. ISSN 1573-0697. S2CID 158513460.

Instructor feedback:

I have incorporated suggested edits above. The first citation is an example of r but the paper does appear to be on the subject of sports and I wonder how that fits within this broad article? Due to the specificity of this citation, you might consider adding an additional reference here to support the claim made. The second contributions from Norsworthy was worded as if you were writing a review as opposed to contributing to Wikipedia. You will note that I edited it to leave out information referencing the author and I tried to simplify the statement. This looks like an excellent example of peer-reviewed secondary literature, but the statement leaves your reader hanging. What were these first steps referenced? Is there more you can add?

I like that you selected a portion of the article flagged for improvement. I am still unclear how you plan to merge what you are working on with the pre-existing material? Have you given further consideration to the "flow" of this section?

Great work so far!

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