|Institution:||University of Texas – Austin|
|Keywords:||Flow; Challenge-skill balance|
|Full text PDF:||http://hdl.handle.net/2152/31013|
Flow is a state of consciousness where the individual experiences engagement, concentration, and enjoyment. An intervention was conducted focusing on challenge-skill balancing and intrinsic motivation, both previously conceptualized as aspects of flow. The variables evaluated were challenge-skill balance, concentration on task, flow, and intrinsic motivation. The study had 211 undergraduate college students (control = 104, intervention = 107). Repeated measures ANOVA was used to evaluate the data. The findings were mixed. Significant main effects between groups were not found. Significant main effects for time (pre-test to post-test) were found for challenge-skill balance, flow, and intrinsic motivation. A statistically significant change from pre-test to post-test for the control group on intrinsic motivation suggests the possible presence of a confounding effect by the control group curriculum. Some evidence was found that flow can be influenced by direct intervention. Further research is needed to clarify, evaluate, and extend these findings. Advisors/Committee Members: Schallert, Diane L. (advisor), Weinstein, Claire E. (advisor), Patall, Erika A. (committee member), Pituch, Keenan A (committee member), Steinhardt, Mary A (committee member).