Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The Influence of Flow on Positive Affect in College Students

The Influence of Flow on Positive Affect in College Students The purpose of this study was to examine whether engaging in flow promoting activities would lead to increased positive affect (PA). Participants in this study consisted of 57 undergraduate university students who participated in order to receive extra credit in a psychology class. The randomly assigned high flow induction group performed a flow activity for 1 h, and filled out the PANAS and Flow State Scale 2 before and after the activity. The low flow induction group performed a low flow activity for the same amount of time and filled out both questionnaires as well. Findings indicated that participants in the high flow condition reported higher increases in PA and flow than those in the low flow condition, and that change in flow mediated the relationship between group and change in PA. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Happiness Studies Springer Journals

The Influence of Flow on Positive Affect in College Students

Rogatko, Thais
Journal of Happiness Studies , Volume 10 (2) – Aug 14, 2007
Download PDF
16 pages

Loading next page...
 
/lp/springer-journals/the-influence-of-flow-on-positive-affect-in-college-students-yVhh7ESyKQ
Publisher
Springer Journals
Copyright
Copyright © 2007 by Springer Science+Business Media B.V.
Subject
Social Sciences; Quality of Life Research; Personality and Social Psychology; Economics, general; Quality of Life Research; Philosophy, general; Positive Psychology
ISSN
1389-4978
eISSN
1573-7780
DOI
10.1007/s10902-007-9069-y
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to examine whether engaging in flow promoting activities would lead to increased positive affect (PA). Participants in this study consisted of 57 undergraduate university students who participated in order to receive extra credit in a psychology class. The randomly assigned high flow induction group performed a flow activity for 1 h, and filled out the PANAS and Flow State Scale 2 before and after the activity. The low flow induction group performed a low flow activity for the same amount of time and filled out both questionnaires as well. Findings indicated that participants in the high flow condition reported higher increases in PA and flow than those in the low flow condition, and that change in flow mediated the relationship between group and change in PA.

Journal

Journal of Happiness Studies – Springer Journals

Published: Aug 14, 2007

References

  • Flow experience and autotelic personality in Japanese college students: How do they experience challenges in daily life?
    Asakawa, K.
  • The moderator- mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations
    Baron, R. M.; Kenny, D. A.
  • The relationship of academic cramming to flow experience
    Brinthaupt, T. M.; Shin, C. M.
  • Flow: The psychology of optimal experience
    Csikszentmihalyi, M.
  • Assessing flow in physical activity: The flow state scale-2 and dispositional flow scale-2
    Jackson, S. A.; Eklund, R. C.
  • The relationship of motivation and flow experience to academic procrastination in university students
    Lee, E.
  • Exercise self-efficacy in older adults: Social, affective, and behavioral influences
    McAuley, E.; Jerome, G. J.; Marquez, D. X.
  • The role of perceived skill, perceived challenge, and flow in the experience of positive and negative affect
    Mundell, C. E
  • Mediators of increased physical activity and change in subjective well-being: Results from the activity counseling trial (ACT)
    Rejeski, W. J.; Shelton, B.; Miller, M.
  • An examination of flow state occurrence in college athletes
    Russell, W. D.
  • Sociological methodology 1982
    Sobel, M. E.
  • Development and validation of brief measures of positive and negative affect: The PANAS scales
    Watson, D.; Clark, L.; Tellegen, A.