The investigation of optimal experience and apathy : developmental and psychosocial implications

By A. Delle Fave, Fausto Massimini. 2005

173 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f564d3666b491f263df348839c3de4b0d81c895d

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Evangelia Demerouti
2. Arnold B. Bakker
3. Giuseppe Riva
4. Angela M. Passarelli
5. Wido G M Oerlemans

In Safety Research

1. Arnold B. Bakker
2. Evangelia Demerouti
3. Wido G M Oerlemans

In Social Psychology

1. Arnold B. Bakker
2. Evangelia Demerouti
3. Wido G M Oerlemans
4. Wilmar B. Schaufeli
5. M. Tims
6. Daantje Derks
7. Toon W. Taris
8. S. Rothmann

Citations in the corpus

• Intergenerational Group Reminiscence: A Potentially Effective Intervention to Enhance Elderly Psychosocial Wellbeing and to Improve Children's Perception of Aging (2014, background): “These findings are promising since previous research has shown that individuals tend to carry on the activities that lead to an optimal experience (Csı́kszentmihályi & Beattie, 1979; Delle Fave & Massimini, 2005).”
• Differential relationships in the association of the Big Five personality traits with positive mental health and psychopathology (2012, unknown): “…and happiness are stronger related to hedonic well-being, whereas more complex activities aimed at achieving personally relevant long-term goals are related to eudaimonic well-being (Delle Fave & Massimini, 2005; Huta, 2005; Vittersø, Oelmann, & Wang, 2009; Waterman, 1993; Waterman et al., 2008).”
• Flow and performance: A study among talented Dutch soccer players (2011, background): “According to Delle Fave and Massimini (2005), such a situation facilitates the occurrence of flow-related phenomena, such as positive affect, arousal, and intrinsic motivation.”
• Positive education: positive psychology and classroom interventions (2009, unknown): “Importantly engagement seems to be the opposite of positive emotion: when one is totally absorbed, no thoughts or feelings are present—even though one says afterwards ‘that was fun’ (Delle Fave & Massimini, 2005).”
• A Strengths-Based Approach to Outdoor and Adventure Education: Possibilities for Personal Growth (2010, background): “Flow (Fave & Massimini, 2005), hope (Snyder, Lopez, Shorey, Rand, & Feldman, 2003), gratitude (Froh, Sefick, & Emmons, 2008), and character strengths (Park & Peterson, 2006) are among the many such concepts being studied and applied in youth education.”