The Positive Psychology of Interested Adolescents

By J. Hunter, Mihály Csíkszentmihályi. 2003

267 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/163630797babc1a7ef8a1eb9840f9273697c72d5

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study (2006, background): “…of scholarship focusing on supporting and enhancing the development of adolescents’ strengths and abilities (Chafouleas & Bray, 2004; Huebner, 2004; Hunter & Csikszentmihalyi, 2003; Larson, 2000; Pajares, 2001; Rich, 2003; Roberts, Brown, Johnson, & Reinke, 2002; Snyder et al., 2002) suggests…”
Leisure as a Context for Youth Development and Delinquency Prevention (2006, background): “Interest is also associated with physical benefits such as a decreased heart rate and intrinsic motivation (Hunter & Csikszentmihalyi, 2003).”
Correlates of intellectual risk taking in elementary school science (2009, unknown): “Taken together, these ﬁndings suggest that more interested students are also more willing to take intellectual risks when learning and will have the ‘‘staying power’’ (Hunter & Csikszentmihalyi, 2003) necessary for working through frustrations, set-backs, and failures in pursuit of their interests.”
Leisure and health: why is leisure therapeutic? (2005, background): “Similarly, Hunter and Csikszentmihalyi (2003) have written about the positive psychology of adolescents, stressing the need to focus less on the negative and more on the positive.”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, unknown): “…skills, identity development, and overall well being (Chen & Darst, 2002; Harackiewicz & Hulleman, 2010; Hidi, 1990; Hidi & Ainley, 2002; Hoffmann, Krapp, Renninger, & Baumert, 1998; Hunter & Csikszentmihalyi, 2003; Krapp, 2002; Marsh, Trautwein, Ludtke, Koller, & Baumert, 2005; Silvia, 2006).”
Individual Motivation and Parental Influence on Adolescents’ Experiences of Interest in Free Time: A Longitudinal Examination (2006, methodology): “Unfortunately, there is compelling evidence indicating that adolescents report increased experiences of boredom with age across all daily settings ( Hunter and Csikszentmihalyi, 2003 ), including free time (Caldwell et al., 1992; Csikszentmihalyi and Larson, 1984; Larson and Richards, 1991; Shaw et ”
Passion at work and burnout: A two-study test of the mediating role of flow experiences (2012, background): “Flow experiences have been associated with positive emotions, high self-esteem, higher commitment and achievement (Carli, Delle Fave, & Massimini, 1988; Mayers, 1978 ; Nakamura, 1988 ), and with happiness and general well-being (Csikszentmihalyi, 2000 ; Csikszentmihalyi & Hunter, 2003 ; Hunter &”
Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities (2006, background): “students, Hunter and Csikszentmihalyi (2003) recorded student’s interest in their current activity eight times a day for one week.”
An applied framework for Positive Education (2013, background): “For example, in a large sample of American adolescents, Keyes (2006) found that over half did not meet criteria for flourishing, and rates of flourishing decreased as adolescence progressed.”
The Unengaged Mind (2012, background): “…findings have demonstrated a correlation between the trait of boredom proneness and constructs related to agency such as locus of control (e.g., Hunter & Csikszentmihalyi, 2003), assertiveness (e.g., Tolor, 1989), psychosocial development (Watt & Vodanovich, 1999), self-actualization (e.g.,…”
Students’ well-being, coping, academic success, and school climate (2007, background): “pdf Hunter, J. (2003). The positive psychology of interested adolescents.”