Student engagement in high school classrooms from the perspective of flow theory.

By David J. Shernoff, Mihály Csíkszentmihályi, Barbara Schneider, Elisa S. Shernoff. 2003

1,451 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/75c8cf33e7b85ca014a87bf1f8e875a353afabda

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

The challenge–skill balance and antecedents of flow: A meta-analytic investigation (2015, neutral): “Boredom and lack of engagement is a chronic issue in the workplace and classroom, and the applicability of flow to working and learning environments is difficult given the compulsory nature of job and learning activities (Kiili & Lainema, 2008; Marzalek, 2006; Shernoff et al., 2003).”
Increasing Student Voice in High School Reform (2009, background): “(3) How do selected high school students describe peak learning experiences (Shernoff et al., 2003) and how frequently do they experience these in high school?”
A study of learning and motivation in a new media enriched environment for middle school science (2011, background): “Numerous studies have demonstrated that cooperative learning and group activities, such as those presented in problem-based learning environments, have a positive effect on students’ interest, engagement, and motivation ( Shernoff et al. 2003 ).”
Research on Interest in Science: Theories, methods, and findings (2011, background): “Working from a different theoretical perspective but again focusing on experiential states during learning activities, Shernoff, Csikszentmihalyi, Schneider, and Shernoff ( 2003 ) have used the experience‐sampling method (ESM) to explore empirical relationships between concentration, situational i”
Engagement detection in online learning: a review (2019, background): “60% of the learners report being bored and disengaged, respectively (Shernoff et al. 2000).”
Eliciting Engagement in the High School Classroom (2014, background): “On whether physics was generally important, Isabel Cooper noted, ‘‘I don’t think it’s really important because I don’t care how far a pencil goes.’’”
Intrinsic Motivation and Flow in Skateboarding: An Ethnographic Study (2010, background): “Some researchers have reported correlations between measures of intrinsic motivation and flow (Martin and Cutler 2002; Shernoff et al. 2003 ).”