Flow among music teachers and their students: The crossover of peak experiences☆

By Arnold B. Bakker. 2005

688 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6877b20ad098568741a77f09dadf8564184a80f1

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In Clinical Psychology

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Burnout and Work Engagement among Teachers. (2006, background): “In addition, teachers exhibiting greater amounts of enthusiasm seem to be effective in mobilizing interest, energy, excitement, and curiosity among pupils (Bakker, 2005; Patrick, Hisley, & Kempler, 2000).”
Flow experience and team performance: The role of team goal commitment and information exchange (2013, neutral): “For example, a study by Bakker (2005) shows that the more that music teachers experience flow, the more their students are likely to experience an episode of flow as well.”
The challenge–skill balance and antecedents of flow: A meta-analytic investigation (2015, neutral): “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…”
WORK ENGAGEMENT: A QUANTITATIVE REVIEW AND TEST OF ITS RELATIONS WITH TASK AND CONTEXTUAL PERFORMANCE (2011, background): “Thus, several measures conceptualizing a single dimension of work engagement (e.g., cognitive absorption or flow; Bakker, 2005, Rothbard, 2001) did not fit our definition.”
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “, 2009) but also to affectively toned constructs such as flow (Bakker, 2005) or interest (Keller, Goetz et al.”
Work stress and leadership development: The role of self-leadership, shared leadership, physical fitness and flow in managing demands and increasing job control (2007, background): “Support for this crossover effect of the experience of flow has been found between music teachers and their students (Bakker, 2005).”
The work-related flow inventory: Construction and initial validation of the WOLF (2008, methodology): “The method of analysis was confirmatory factor analyses (CFAs) using the AMOS computer program (Arbuckle, 2003). More specifically, multi-group analyses were used to investigate which model would best fit the data of the six groups of employees. The AMOS analyses used the traditional chi-square valu”
Work-related flow and energy at work and at home: A study on the role of daily recovery (2012, methodology): “In line with Fredrickson’s (1998, 2001) work, it was expected that flow—which represents a positive emotion at work (Bakker, 2005, 2008)—would be related to more vigor and less exhaustion because it builds personal resources and resilience and helps successful recovery from stressors and…”
Implicit affect in organizations (2009, background): “Emotional contagion has been shown to exist and influence interactions between salespersons and customers (Pugh, 2001; Tan, Foo, & Kwek, 2004; Verbeke, 1997), teachers and students (Bakker, 2005), and therapists and clients (Hsee, Hatfield, & Chemtob, 1992).”
The experience of flow and subjective well-being of music students (2007, background): “Bakker (2005) compared the experiencing of flow in music teachers”
The Working for Wellness Program: RCT of an Employee Well-Being Intervention (2012, background): “Flow is a highly enjoyable and intrinsically motivating state of mind that stems from being fully absorbed in an activity (Bakker 2005; Csikszentmihalyi 1990).”
Work orientations in the job demands-resources model (2012, background): “environments with high motivating potential (Bakker, 2005; Demerouti, 2006).”
Passion at work and burnout: A two-study test of the mediating role of flow experiences (2012, methodology): “…and definition of Csikszentmihalyi (1990) and because past research (Jackson, Thomas, Marsh, & Smethurst, 2001; Kowal & Fortier, 1999) has shown that intrinsic motivation (one dimension of flow according to Bakker, 2005) was related to flow experiences but not a constituent of the construct.”
Predicting teachers' instructional behaviors: The interplay between self-efficacy and intrinsic needs (2014, background): “In summary, the moderately positive relationship between teachers’ self-efficacy and teachers’ intrinsic needs is in line with Llorens, Schaufeli, Bakker, and Salanova (2007), who also found a positive relationship between self-efficacy and job characteristics such as time management and method cont”