Flow is a state of consciousness where the individual experiences engagement, concentration, and enjoyment. An intervention was conducted focusing on challenge-skill balancing and intrinsic motivation, both previously conceptualized as aspects of flow. The variables evaluated were challenge-skill balance, concentration on task, flow, and intrinsic motivation. The study had 211 undergraduate college students (control = 104, intervention = 107). Repeated measures ANOVA was used to evaluate the data. The findings were mixed. Significant main effects between groups were not found. Significant main effects for time (pre-test to post-test) were found for challenge-skill balance, flow, and intrinsic motivation. A statistically significant change from pre-test to post-test for the control group on intrinsic motivation suggests the possible presence of a confounding effect by the control group curriculum. Some evidence was found that flow can be influenced by direct intervention. Further research is needed to clarify, evaluate, and extend these findings. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/31013 |
| Date | 08 September 2015 |
| Creators | Dearman, Jeremy Keith |
| Contributors | Schallert, Diane L., Weinstein, Claire E. |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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