The experience of flow and subjective well-being of music students

By B. Fritz, A. Avsec. 2007

143 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8ab1dadd8382813f68df05600fa79136fea1828

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Citations in the corpus

Measuring flow in gamification: Dispositional Flow Scale-2 (2014, methodology): “In other settings, the DFS-2 has been applied for study of flow, for example, among musicians and music students (Fritz & Avsec, 2007; Sinnamon, Moran & O’Connell, 2012) and in studying (Cermakova, Moneta, & Spada, 2010).”
The experience of the flow state in live music performance (2013, background): “…with their students (Bakker, 2005), brief approaches to assessing task absorption and subjective experience with school musicians have been examined (A. J. Martin & Jackson, 2008), and the dispositional flow associated with music student wellbeing has also been researched (Fritz & Avsec, 2007).”
Emotion, engagement and meaning in strong experiences of music performance (2012, background): “For instance, amongst a sample of adolescent musicians, O’Neill (1999) found that higher achieving children reported significantly more flow experiences with music than lower achievers (see also Fritz & Avsec, 2007).”
The role of the arts and humanities in human flourishing: A conceptual model (2018, background): “Immersive experiences of this sort have been related to positive physiological and psychological reactions (Fritz & Avsec, 2007; Hallam et al., 2014), and when they become states of flow they can also lead to greater in-the-moment sensory experiences (Csikszentmihalyi, 1990).”
The Working for Wellness Program: RCT of an Employee Well-Being Intervention (2012, background): “In particular, research has found flow to arise from activities that represent the optimal balance between one’s unique skills (akin to strengths) and the amount of challenge in a given activity, giving rise to positive affect and satisfaction (Csikszentmihalyi and LeFevre 1989; Fritz and Avsec 2007”