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dc.contributor.advisorSchallert, Diane L.en
dc.contributor.advisorWeinstein, Claire E.en
dc.creatorDearman, Jeremy Keithen
dc.date.accessioned2015-09-08T18:50:07Zen
dc.date.issued2015-05en
dc.date.submittedMay 2015en
dc.identifier.urihttp://hdl.handle.net/2152/31013en
dc.descriptiontexten
dc.description.abstractFlow 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.en
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.subjectFlowen
dc.subjectChallenge-skill balanceen
dc.titleIncreasing college students’ experience of flow while completing academic writing tasksen
dc.typeThesisen
dc.date.updated2015-09-08T18:50:08Zen
dc.contributor.committeeMemberPatall, Erika A.en
dc.contributor.committeeMemberPituch, Keenan Aen
dc.contributor.committeeMemberSteinhardt, Mary Aen
dc.description.departmentEducational Psychologyen
thesis.degree.departmentEducational Psychologyen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


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