Arousal of Flow Experience in a Learning Setting and Its Effects on Exam Performance and Affect

By J. Schüler. 2007

142 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/44f3cfb6f36d5f7457b074fb0e68cb5135513d59

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Implicit need for achievement moderates the relationship between competence need satisfaction and subsequent motivation (2010, background): “Meanwhile, the validity of the MMG as an implicit motive measure has been repeatedly demonstrated (e.g., Gable, 2006; Gable et al., 2003; Kehr, 2004; Langens & Schmalt, 2002; Puca, 2005; Puca, Rinkenauer, & Breidenstein, 2006; Puca & Schmalt, 1999, 2001; Schüler, 2007).”
Seeing and mastering difficulty: The role of affective change in achievement flow (2010, background): “Nevertheless, recent studies have shown that flow experiences are systematically related to individual differences such as fear of failure (Schüler, 2007), and performancerelated action orientation (Keller & Bless, 2008).”
Flow, performance and moderators of challenge-skill balance (2008, methodology): “Taking into account also the results of other studies (Eisenberger et al. 2005; Schüler 2007), we can conclude that the flow model is more applicable for some individuals and less so for others.”
The rewarding effect of flow experience on performance in a marathon race (2009, background): “For example, flow is positively associated with performance in learning settings (e.g., Engeser, Rheinberg, Vollmeyer, & Bischoff, 2005; Schüler, 2007; Schiefele & Rheinberg, 1997) and artistic and scientific creativity (e.g., Perry, 1999; Sawyer, 1992).”
The challenge–skill balance and antecedents of flow: A meta-analytic investigation (2015, unknown): “Studies measured the challenge–skill balance in various ways: a single-item assessing balance (e.g. Schuler, 2007), a scale (e.g. Bakker, 2005), the product of a challenge measure and skill measure (e.g. RodriguezSanchez, Salanova, Cifre, & Schaufeli, 2011), an absolute difference between a…”