Motivation and flow: Toward an understanding of the dynamics of the relation in architecture students

Journal of Psychology: Interdisciplinary and Applied

Volumn 142, Issue 5, 2008, Pages 533-556

  Mills, Maura J ^a   Fullagar, Clive J ^a  

^a KANSAS STATE UNIVERSITY   (United States)

Author keywords

Engagement; Flow; Motivation; Optimal experience; Self determination theory

Indexed keywords

ACHIEVEMENT; ADULT; ARCHITECTURE; ARTICLE; ATTENTION; BEHAVIOR; COMPARATIVE STUDY; CONTROL; EDUCATION; FEMALE; HUMAN; MALE; MOTIVATION; PERSONAL AUTONOMY; PERSONALITY TEST; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL MODEL; REGRESSION ANALYSIS; SELF CONCEPT; STATISTICS; STUDENT;

ACHIEVEMENT; ADULT; ARCHITECTURE AS TOPIC; ATTENTION; FEMALE; GOALS; HUMANS; INTENTION; INTERNAL-EXTERNAL CONTROL; MALE; MODELS, PSYCHOLOGICAL; MOTIVATION; PERSONAL AUTONOMY; PERSONALITY INVENTORY; REGRESSION ANALYSIS; SELF EFFICACY; STUDENTS;

EID: 67649550602     PISSN: 00223980     EISSN: None     Source Type: Journal    
DOI: 10.3200/JRLP.142.5.533-556     Document Type: Article

References (58)

1. Abuhamdeh, S. (2000). The autotelic personality: An exploratory investigation. Unpublished manuscript, University of Chicago.
2. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
3. Asakawa, K. (2004). Flow experience and autotelic personality in Japanese college students: How do they experience challenges in daily life? Journal of Happiness Studies, 5, 123-154.
4. Atkinson, J. W. (1964). Introduction to motivation. New York: Van Nostrand.
5. Bassi, M., & Fave, A. D. (2004). Adolescence and the changing context of optimal experience in time: Italy 1986-2000. Journal of Happiness Studies, 5, 155-179.
6. Blalock, H. (1972). Social statistics. New York: McGraw-Hill.
7. Clarke, S. G., & Haworth, J. T. (1994). "Flow" experience in the daily lives of sixth-form college students. British Journal of Psychology, 85, 511-523.
8. Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Experiencing flow in work and play. San Francisco: Jossey-Bass.
9. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
10. Csikszentmihalyi, M. (1999). If we are so rich, why aren't we happy? American Psychologist, 54, 821-827.
11. Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56, 815-822.
12. Csikszentmihalyi, M., & Rathunde, K. (1992). The measurement of flow in everyday life: Toward a theory of emergent motivation. In J. E. Jacobs (Ed.), Nebraska Symposium on Motivation: Vol. 40. Developmental perspectives on motivation (pp. 57-97). Lincoln: University of Nebraska Press.
13. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
14. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
15. Delespaul, P. A., Reis, H. T., & DeVries, M. W. (2004). Ecological and motivational determinants of activation: Studying compared to sports and watching TV. Social Indicators Research, 67(1-2), 129-143.
16. Demerouti, E. (2006). Job characteristics, flow, and performance: The moderating role of conscientiousness. Journal of Occupational Health Psychology, 11, 266-280.
17. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
18. Eisenberger, R., Jones, J. R., Stinglhamber, F., Shanock, L., & Randall, A. T. (2005). Flow experiences at work: For high need achievers alone? Journal of Organizational Behavior, 26, 755-775.
19. Ellis, G. D., Voelkl, J. E., & Morris, C. (1994). Measurement and analysis issues with explanation of variance in daily experience using the flow model. Journal of Leisure Research, 26, 337-356.
20. Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
21. Ghani, J. A., & Deshpande, S. P. (1994). Task characteristics and the experience of optimal flow in human-computer interaction. Journal of Psychology, 128, 381-391.
22. Goffin, R. D., & Gellatly, I. R. (2001). A multi-rater assessment of organizational commitment: Are self-report measures biased? Journal of Organizational Behavior, 22, 437-451.
23. Graef, R., Csikszentmihalyi, M., & McManama Gianinno, S. (1983). Measuring intrinsic motivation in everyday life. Leisure Studies, 2, 155-168.
24. Harter, S. (1978). Effectance motivation reconsidered: Toward a development model. Human Development, 21, 34-64.
25. Haworth, J. T., & Hill, S. (1992). Work, leisure, and psychological well-being in a sample of young adults. Journal of Community & Applied Social Psychology, 2(2), 147-160.
26. Hunsley, J., & Meyer, G. J. (2003). The incremental validity of psychological testing and assessment: Conceptual, methodological, and statistical issues. Psychological Assessment, 15, 446-455.
27. Jackson, S. A. (1992). Athletes in flow: A qualitative investigation of flow states in elite figure skaters. Journal of Applied Sport Psychology, 4, 161-180.
28. Jackson, S. A. (1996). Toward a conceptual understanding of the flow experience in elite athletes. Research Quarterly for Exercise and Sport, 67(1), 76-90.
29. Jackson, S. A., & Eklund, R. C. (2004). The Flow Scales Manual. Morgantown, WV: Fitness Information Technology.
30. Jackson, S. A., & Marsh, H. W. (1996). Development and validation of a scale to measure optimal experience: The Flow State Scale. Journal of Sport & Exercise Psychology, 18, 17-35.
31. Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33, 692-724.
32. Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. The Journal of Social Psychology, 139, 355-368.
33. Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33(3), 10-17, 66.
34. Kuh, G. D. (2003). What we're learning about student engagement from NSSE: Benchmarks for effective educational practices. Change, 35(2), 24-32.
35. Mannell, R. C., Zuzanek, J., & Larson, R. (1988). Leisure states and "flow" experiences: Testing perceived freedom and intrinsic motivation hypotheses. Journal of Leisure Research, 20, 289-304.
36. Massimo, C., Fave, A. D., & Massimini, F. (1988). The quality of experience in the flow channels: Comparison of Italian and U.S. students. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 288-318). New York: Cambridge University Press.
37. Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R. B. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading. (3rd ed., pp. 1131-1161). Newark, DE: International Reading Association.
38. McClelland, D. C. (1987). Human motivation. Cambridge, MA: Cambridge University Press.
39. Moneta, G. B. (2004). The flow model of intrinsic motivation in Chinese cultural and personal moderators. Journal of Happiness Studies, 5, 181-217.
40. Nakamura, J. (1988). Optimal experience and the uses of talent. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 319-326). New York: Cambridge University Press.
41. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
42. Rathunde, K. (1996). Family context and talented adolescents' optimal experience in school related activities. Journal of Research on Adolescence, 6, 605-628.
43. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
44. Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92.
45. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
46. Smith, G. T., Fischer, S., & Fister, S. M. (2003). Incremental validity principles in test construction: Incremental validity and utility in clinical assessment. Psychological Assessment, 15, 467-477.
47. Spector, P. (2006). Method variance in organizational research: Truth or urban legend? Organizational Research Methods, 9, 221-232.
48. Steers, R. M., & Braunstein, D. N. (1976). A behaviorally based measure of manifest needs in work settings. Journal of Vocational Behavior, 9, 251-266.
49. Stein, G. L., Kimiecik, J. C., Daniels, J., & Jackson, S. A. (1995). Psychological antecedents of flow in recreational sport. Personality and Social Psychology Bulletin, 21, 125-135.
50. Tabachnick, B. G., & Fidell, L. S. (2006). Using multivariate statistics (4th ed.). Boston: Allyn & Bacon.
51. Trevino, L. K., & Webster, J. (1992). Flow in computer-mediated communication. Communication Research, 19, 539-573.
52. Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction and validation of the echelle de motivation en education (EME). Canadian Journal of Behavioral Sciences, 21, 323-349.
53. Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1176.
54. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C. B., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 159-172.
55. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C. B., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53(1), 159-172.
56. Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in Human Behavior, 9, 411-426.
57. White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
58. Wigfield, A. (1997). Reading engagement: A rationale for theory and teaching. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 1-12). Newark, DE: International Reading Association.