The Concept of Flow

By J. Nakamura, Mihály Csíkszentmihályi. 2014

2,157 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/fdb1a478c6c566729a82424b3d6b37ca76c8b85e

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective (2018, background): “One straightforward solution is to adjust the task demands or the level of the challenge of classwork to make sure it matches students' skills (e.g., Nakamura & Csikszentmihalyi, 2014, pp. 239–263) or to guide and scaffold students interaction with a task so that they can handle the challenge with…”
Passion at work and burnout: A two-study test of the mediating role of flow experiences (2012, background): “…and obsessive passion and workers’ burnout symptoms, and to investigate the mediating role of flow experiences at work (Csikszentmihalyi, 1990; Csikszentmihalyi & Rathunde, 1992; Nakamura & Csikszentmihalyi, 2002; Straume, 2008; Vitterso, 2003, 2004) in the relation between passion and burnout.”
Music practice and participation for psychological well-being: A review of how music influences positive emotion, engagement, relationships, meaning, and accomplishment (2015, background): “…Csikszentmihalyi, 1975, 1990, 2000; De Manzano et al., 2010; Dietrich, 2004; Engeser, 2012; Ericsson et al., 1993; Hymer, 1984; Nakamura, 1988; Nakamura & Csikszentmihalyi, 2002, 2009; Rich, 2013; Seligman, 2010, 2011; Shernoff & Csikszentmihalyi, 2009; Strati et al., 2011; Wells, 1988), and…”
The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride? (2013, background): “Researchers from various fields now argue that emotions are critical resources for individuals as they learn and make sense of information (Csikszentmihalyi, 1997; Fried, 2011; Gardner, 1993, 1999; Mazer, 2012; Titsworth, Quinlan, & Mazer, 2010).”
Psychological states underlying excellent performance in professional golfers: "Letting it happen" vs. "making it happen" (2016, positive): “…this state occurred, which seemingly 22 involved a relatively gradual and consistent build-p with some broad overlaps with the flow 23 conditions (Nakamura & Csikszentmihalyi, 2002) in terms of high perceived challenge and 24 skills (i.e., build-up of confidence), positive feedback, and goals.”
Mindfulness, attention, and flow during music listening: An empirical investigation (2013, background): “According to flow theory, a balance between an individual’s skills and the complexity of a given task are said to affect the likelihood of experiencing flow, as well as the relative magnitude of such experiences (Nakamura & Csikszentmihalyi, 2002).”
Absorption: How Nature Experiences Promote Awe and Other Positive Emotions (2018, neutral): “In positive psychology, absorption is one of the key defining features of flow states (e.g., Csikszentmihalyi, 1975/2000; Nakamura & Csikszentmihalyi, 2014).”
Flow at Work and Basic Psychological Needs: Effects on Well‐Being (2017, background): “These two qualities act as meta-skills that autotelic individuals use to find flow in their daily activities (Nakamura & Csikszentmihalyi, 2002), but their roles in the flow experience have rarely been examined (Baumann & Scheffer, 2011).”
Taking "Fun and Games" Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM) (2012, background): “Noteworthy aspects of flow in HMS use include a sense of control, intense concentration, loss of self-consciousness, time distortion, and merging of action and awareness (Agarwal & Karahanna, 2000; Nakamura & Csikszentmihalyi, 2002).”
Immersion revisited: A review of existing definitions of immersion and their relation to different theories of presence (2016, background): “The state of flow is characterized by intense and focused attention, the merging of action and awareness, the loss of self-consciousness, a sense of control, a distortion in temporal experience, and the experience of the activity as being intrinsically rewarding (Nakamura & Csikszentmihalyi, 2005).”
Flow experience and team performance: The role of team goal commitment and information exchange (2013, positive): “Some studies conducted among sports teams (e.g., Bakker et al. 2011) or using computer simulations in groups (e.g., Admiraal et al. 2011; Heyne et al. 2011) in fact show that the more that team members report having experienced flow when performing their work, the better the team performance.”
Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning (2015, background): “…are imbalanced, lack of flow is assured and one of the following negative emotional states is likely to emerge: anxiety (higher challenge than skill level), boredom (lower challenge than skill level), or apathy (both challenges and skill levels are low) (Nakamura & Csíkszentmihályi, 2005).”
Co-creation of tourist experiences: a literature review (2018, methodology): “Flow has been used not only to describe individuals’ experiences in terms of feelings and emotions (e.g. alertness, perceptiveness, concentration, happiness, satisfaction, and creativity) but also 390 A.C. Campos et al. to assess the quality of an experience (Nakamura & Csikszentmihalyi, 2002).”