Flow, performance and moderators of challenge-skill balance

By S. Engeser, F. Rheinberg. 2008

828 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6266bda0f0c54157140867685621f1f4b28179ca

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011, background): “There is also emerging evidence that, when measured correctly, flow is predictive of learning (e.g. Engeser & Rheinberg, 2008) The gaming literature provides an overwhelming number of different approaches to defining the essence of a game (Caillois, 1961; Crawford, 1982; Huizinga, 1950; Juul, 2005;…”
Transportation and Need for Affect in Narrative Persuasion: A Mediated Moderation Model (2010, methodology): “Unfortunately, there is no standard method to measure the state of flow; in fact, many empirical studies on the flow experience lacked a distinction between the predictors of flow and the experiential state itself (Engeser & Rheinberg, 2008).”
The challenge–skill balance and antecedents of flow: A meta-analytic investigation (2015, neutral): “Other arguments have contested the original operational definition of flow as a balance between skill and challenge (Engeser & Rheinberg, 2008).”
Flow and performance: A study among talented Dutch soccer players (2011, background): “According to Engeser and Rheinberg (2008), flow should be associated with better performance for two reasons.”
Just-in-Time Adaptive Interventions (JITAIs) in Mobile Health: Key Components and Design Principles for Ongoing Health Behavior Support (2017, background): “For example, competence, which concerns individual feelings of efficacy, challenge, and curiosity [95], can be promoted by providing immediate feedback or rewards [96]; by ensuring that intervention options can be readily incorporated into and used in the context of the individual’s daily living act”
Flow experience and team performance: The role of team goal commitment and information exchange (2013, positive): “Flow and team performance When individuals are in a flow state, they function at full capacity and are more motivated to persevere in their activities, which leads them to achieve better outcomes (Engeser and Rheinberg 2008).”
Experiencing flow: Is doing it together better than doing it alone? (2010, background): “An index of the intensity of flow can be derived by multiplying skill ratings times challenge ratings (Engeser & Rheinberg, 2008).”
Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences (2014, background): “…et al., 2013; Garris et al., 2002; Ritterfeld et al., 2009); (d) motivate learners to attempt challenging and complex tasks and strategies (Engeser & Rheinberg, 2008; Lepper & Cordova, 1992); and (e) prompt learners to explore alternatives and to engage in elaborative, flexible, and…”
Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches (2016, background): “Feeling active and in control of a current activity were also found to be important aspects of emotional engagement at school (Engeser & Rheinberg, 2008; Pekrun, Elliot, & Maier, 2009).”
From strengths use to work performance: The role of harmonious passion, subjective vitality, and concentration (2014, background): “WP =Work performance. better performance through higher attention to detail and superior information processing (Demerouti, 2006; Engeser & Rheinberg, 2008; Landhauber & Keller, 2012).”
Some goals just feel easier: Self-concordance leads to goal progress through subjective ease, not effort ☆ (2016, background): “This idea is related to flow, which is characterized by a person performing an activity with a sense of full immersion, the loss of conscious awareness, and experiencing the activity or goal as intrinsically rewarding (Engeser & Rheinberg, 2008; Nakamura & Csikszentmihalyi, 2002).”
The experience of the flow state in live music performance (2013, background): “…(Gunderson, 2003), learning with a hypermedia system (Konradt & Sulz, 2001), the study of statistics in an undergraduate psychology programme (Engeser & Rheinberg, 2008), online consumer experience (Novak, Hoffman, & Duhachek, 2003), and computer-mediated environments (Chen, Wigund, & Nilan,…”