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ERIC Number: EJ818904
Record Type: Journal
Publication Date: 2008
Pages: 22
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0022-0973
Understanding Young Adolescents' Optimal Experiences in Academic Settings
Schweinle, Amy; Turner, Julianne C.; Meyer, Debra K.
Journal of Experimental Education, v77 n2 p125-146 Win 2008
Cognitive, motivational, and affective characteristics define classroom contexts, yet flow theory (e.g., M. Csikszentmihalyi, 1975) is 1 of only a few theoretical perspectives that interrelate these characteristics. The authors adapted constructs and methods from flow theory to examine the motivational, cognitive, and affective quality of experience in elementary mathematics classrooms. Students completed experience-sampling forms following 12 class sessions, measuring all 3 aspects. Results indicated that although flow theory explains some patterns of experience, others were counter to it. In particular, individual affect was influenced by the interaction of challenge and skill. However, social affect and efficacy are more impacted by perceived skill than by challenge, and the importance of the experience is more strongly informed by the challenge. (Contains 3 tables and 2 figures.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A