Creativity: Flow and the Psychology of Discovery and Invention

By Mihály Csíkszentmihályi. 1996

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Citations in the corpus

Active learning of inverse models with intrinsically motivated goal exploration in robots (2013, positive): “…(lower time scale) considers the goal-directed active choice and active exploration of lower-level actions to be taken to reach the goals selected at the higher level, and depending on local measures of interest related to the evolution of the quality of learned inverse and/or forward models;”
Exploring adolescent self-defining leisure activities and identity experiences across three countries (2005, background): “Theoretically, the subjective identity experiences of personal expressiveness, flow, and goal-related behaviours occur across a wide variety of group, solitary, structured, and unstructured activities (Csikszentmihalyi, 1990, 1996; Waterman, 2004).”
Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States (2010, background): “It is unfortunate that in many schools in Europe these spaces of 'flow' (Csikszentmihalyi, 1996), whereby students and teachers are totally engaged in a process of combining previous knowledge and technique with creating something new is rare and in many cases, perceived as a loss of time.”
Creativity. Cognitive, personal, developmental, and social aspects. (2000, background): “On the contrary, research has shown that (a) numerous creators, even of the highest order, have no apparent tendencies toward psychopathology; (b) the incidence rates vary according to the domain of creative activity, with some domains showing rather low rates; (c) those creators who seemingly exhib”
Affect and Creativity at Work (2005, background): “Csikszentmihalyi (1975, 1996) suggested that creative behavior is often characterized by a “flow state,” a temporary psychological merger of the person with the activity, which inherently involves positive feelings such as enjoyment and enthusiasm.”
The Yin and Yang of entrepreneurship: Gender differences in the importance of communal and agentic characteristics for entrepreneurs' subjective well-being and performance (2019, background): “Gender differences in the importance of creativity for perceived person-work fit Creativity is defined as the production of ideas or behaviors that are novel and useful (Csikszentmihalyi, 1997).”
Entrepreneurs' dispositional positive affect: The potential benefits – and potential costs – of being “up” (2012, background): “…of setbacks (Shepherd et al., 2009; Shepherd and Cardon, 2009), and several aspects of self-regulation (e.g., consistent focus on key goals, delay of gratification, performing required activities even if not enjoyable; Baumeister and Alquist, 2009; Csikszentmihalyi, 1997; Mischel and Ayduk, 2010).”
From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning (2019, background): “It is noteworthy that interest and self-determination, as essential accepted psychometric factors of intrinsic motivation, are closely related to flow (Csikszentmihalyi, 1996).”
Assessing creativity in musical compositions: flow as an assessment tool (2003, background): “Csikszentmihalyi (1996) describes nine components of enjoyment that many people experience when engaged in activities such as sports and hobbies.”
Creative Potential and Practised Creativity: Identifying Untapped Creativity in Organizations (2008, unknown): “, 1984; Bandura, 1997; Shalley, Gilson & Blum, 2000), task involvement (e.g., Hackman & Oldham, 1975; Csikszentmihalyi, 1996) and interest (e.”
The Creative Personality (2005, background): “Csikszentmihalyi (1996) described these “polarities” even more explicitly.”
Personality Psychology and Economics (2011, unknown): “These include creativity (Csikszentmihalyi, 1996), emotional intelligence (Mayer and Salovey, 1997), cognitive style (Stanovich,”
Linking care felt to engagement in innovative behaviors in the workplace: The mediating role of psychological conditions. (2011, background): “Engagement in creative and innovative tasks is a rewarding activity in itself (Conti, Amabile, & Pollak, 1995; Csikszentmihalyi, 1996) and may be an effective means for enhancing creative and innovative behaviors (Conti et al,, 1995).”
Integrating the hedonic and eudaimonic perspectives to more comprehensively understand wellbeing and pathways to wellbeing (2012, background): “The dimension of engagement has been equated with flow, which is a state characterised by intense absorption in one’s activities, where a person’s skill and the challenge of an activity are well matched, and both are high (Csikszentmihalyi, 1997).”
Optimism predicting employees' creativity: The mediating role of positive affect and the positivity ratio (2012, background): “Creative behaviour may be an antecedent of positive affective states (ie, creative performance leads to experiencing positive affective states), or they can occur simultaneously (Amabile et al, 2005 ; Csikszentmihalyi, 1996 ; Fredrickson, 2003 ; Henderson, 2004 ).”
Pre-service primary teachers’ conceptions of creativity in mathematics (2010, background): “This reference to „originality‟ and „value‟ reminds us that there is an implicit social aspect of creativity as it is, in the final analysis, society (or some significant subset of it) which validates the product (Csikszentmihalyi, 1996; Plucker, Beghetto & Dow, 2004).”