Astudy of psychological flow and related variables

  1. M.P. Fernández-Marín
  2. Miguel Ángel Pérez-Nieto
  3. Héctor González-Ord
  4. M.M. Morales-Hevia
Revista:
EduPsykhé: Revista de psicología y educación

ISSN: 1579-0207

Año de publicación: 2016

Volumen: 15

Número: 2

Páginas: 1-22

Tipo: Artículo

Otras publicaciones en: EduPsykhé: Revista de psicología y educación

Resumen

El concepto de flujo psicológico sigue siendo difícil de definir, a pesar del progreso en el cuerpo de investigación que lo rodea. El objetivo de este estudio es examinar las relaciones entre el fenómeno del flujo y otras variables psicológicas relevantes,tales como: afecto positivo, bienestar psicológico, autoeficacia, interés intrínseco y concordancia. También exploramos los vínculos entre los constructos mencionados anteriormente y el disfrute y la absorción, que son componentes esenciales del flujo psicológico. Para ello, se llevaron a cabo análisis de regresión lineal simple y múltiple utilizando datos de una muestra conveniente de participantes. Como instrumentos, empleamos nuestra versión de las subescalas de flujo (Rodríguez, Schaufeli, Salanova y Cifre, 2008), el Índice de autoconocuencia y autoeficacia (Sansinenea, Gil de Montes, Agirrezabal, Larrañaga, Ortiz, Valencia, & Fuster, 2008), y las versiones en español de: la Escala de Estado de Flujo (Jackson & Marsh, 1996), las Escalas de Bienestar Psicológico (Ryff, 1989) y las escalas PANAS (Watson, Clark &Tellegen, 1988). Los resultados muestran que el afecto general y semanal positivo, el bienestar psicológico, la autoeficacia, el interés intrínseco y la concordancia pueden predecir partes de la variación en el flujo psicológico, el disfrute y la absorción. Las implicaciones de estos resultados son importantes para definir este constructo

Referencias bibliográficas

  • Adlai-Gail, W. (1994). Exploring the autotelic personality. (Unpublished doctoral dissertation). University of Chicago, Chicago, IL.
  • Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: cognitive absorption and beliefs about information technology usage. MIS Quarterly 24 (4), 665–694.
  • 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.
  • Asakawa, K. (2009). Flow Experience, Culture, and Well-being: How do Autotelic Japanase College Students Feel, Behave, and Think in Their Daily Lives? Published on line: 04 January 2009.
  • Asakawa, K., & Yana, K. (2010). Applying Flow Theory to the Evaluation of the Quality of Experience in a Summer School Program Involving E-interaction. Hosei University Repository.
  • Bakker, A. B. (2003). Flow among music teachers. Revised Manuscript JVBE 160 for the Journal of Vocational Behavior. November 3, 2003.
  • Bakker, A. B. (2005). Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behavior, 66(1), 26-44.
  • Bassi, M., & Delle Fave, A. (2011). Optimal experience and self-determination at school: Joining perspectives. Motivation and Emotion. Online first, 24 December 2011.
  • Bassi, M., Steca, P., Delle Fave, A., & Caprara, G. (2007). Academic self-efficacy beliefs and quality of experience in learning. Journal of Youth and Adolescence, 36, 301-312.
  • Bryce, J., & Haworth, J. (2002). Well-being and flow in a sample of male and female office workers. Leisure Studies, 21, 249–263.
  • Carli, M., Delle Fave, A., & Massimini, F. (1988). The quality of experience in the flow channels: Comparison of Italian and US students. In M. Csikszentmihalyi, & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 266–306). New York: Cambridge University Press.
  • Chen, H. (2006) Flow on the net: Detecting Web users' positive affects and their flow states. Computers in Human Behavior, 22,221-233.
  • Chen, H., Wigand, R.T., & Nilan, M. S. (1999). Optimal experience of Web activities. Computers in Human Behavior, 15, 585-608.
  • Chen, H., Wigand, R.T., & Nilan, M. S. (2000). Exploring web users’ optimal Flow experiences. Information Technology & People, 13 (4), 263-281.
  • Clarke, S., & Haworth, J. (1994). ‘Flow’ experience in the daily lives of sixth-form college students. The British Journal of Psychology, 85, 511–523.
  • Collins, A. L., Sarkisian, N., & Winner, E. (2008). Flow and Happiness in Later Life: An Investigation into the Role of Daily and Weekly Flow Experiences. Journal of Happiness Studies. DOI 10.1007/s10902-008-9116-3.
  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.
  • Csikszentmihalyi, M. (1998). La experiencia del flujo y su importancia para la psicología humana (Flow experience and its importance to human psychology). In M. Csikszentmihalyi, & I. S. Csikszentmihalyi (Eds.) Experiencia Óptima. Estudios psicológicos de Flujo en la Conciencia (Optimal Experience. Psychological studies of flow of consciousness) (31-48). Bilbao: Ed. Desclée de Brouwer (Orig. 1988).
  • Csikszentmihalyi (2003). Fluir en los Negocios (Flow in business). Barcelona: Editorial Kairós (Orig. 2003).
  • Csikszentmihalyi, M. (2007). Aprender a Fluir (Learning to Flow). Barcelona: Editorial Kairós (Orig. 1997).
  • Csikszentmihalyi, M. (2009a). Fluir (Flow). Una Psicología de la Felicidad (A Psychology of Happiness). Barcelona: Editorial Kairós Debolsillo (Orig. 1990).
  • Csikszentmihalyi, M. (2009b). El flujo (Flow). In E. G. Fernández-Abascal (Coord.) Emociones positivas (Positive emotions) (181-193). Madrid: Ediciones Pirámide.
  • Csikszentmihalyi, M., & Hunter, J. (2003). Happiness in everyday life: The uses of experience sampling. Journal of Happiness Studies, 4 (2), 185–199.
  • Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Peronality and Social Psychology, 56, 815-822.
  • Csikszentmihalyi, M., Rathunde, K. Y., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
  • Delle Fave, A., Massimini, F., & Bassi, M. (2011). Psychological selection and optimal experience across cultures: Social empowerment through personal growth. Dordrecht, NL: Springer.
  • Del Líbano, M., Rodríguez, A. M., Llorens, S., Schaufeli, W. B., & Salanova, M. (2006). Adicción al trabajo: concepto y evaluación (Work addiction: concept and assessment). Gestión Práctica de Riesgos Laborales, 27, 24-30.
  • Demerouti, E. (2006). Job characteristics, flow, and performance: The moderating role of conscientiousness. Journal of occupational health psychology, 11 (3), 266- 280.
  • Díaz, D., Rodríguez-Carvajal, R., Blanco, A., Moreno-Jiménez, B., Gallardo, I., Valle, C., & van Dierendonck (2006). Adaptación española de las escalas de bienestar psicológico de Ryff (Spanish adaptation of Ryff’s psychological well-being scales). Psicothema, 18 (3), 572-577.
  • Fernández Marín, P., Pérez Nieto, M. A., & González Ordi, H. (2010). (in press). Efecto del flujo y el afecto positivo en el bienestar psicológico (The effect of flow and positive affect on psychological well-being).
  • Finneran, C. M., & Zhang, P. (2003). A person-artefact-task (PAT) model of Flow antecedents in computer-mediated environments. International Journal of Human-Computer Studies, 59 (4), 475-496.
  • García-Calvó, T. Jiménez, C. R., Santos-Rosa, F. Reina, R., & Cervelló, E. (2008). Psychometric Properties of the Spanish Version of the Flow State Scale. The Spanish Journal of Psychology, 11 (2), 660-669.
  • Ghani, J. A., Supnick, R., & Rooney, P. (1991, December). The experience of flow in computer-mediated and in face-to-face groups. Paper presented at the Proceedings of the Twelfth International Conference on Information Systems, New York, NY.
  • Guay, F., & Ratelle, C. F. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233-240.
  • Han, S. (1988). The relationship between life satisfaction and flow in elderly Korean immigrants. In M. Csikszentmihalyi, & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 138–149). New York: Cambridge University Press.
  • Heine, C. (1996). Flow and achievement in mathematics. (Unpublished doctoral dissertation). University of Chicago, Chicago, IL.
  • Ishimura, I., & Kodama, M. (2006). Dimensions of flow experience in Japanese college students: Relation between flow experience and mental health. Journal of Health Psychology, 13, 23–34.
  • Jackson, S. A., & Marsh, H. W. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport and Exercise Psychology, 18, 17-35.
  • Kawabata, M., & Mallett, C.J. (2011). Flow experience in physical activity: Examination of the internal structure of flow from a process-related perspective. Motivation & Emotion. Online first, 21 April 2011.
  • López Torres, M. (2006). Características y Relaciones de “Flow”, Ansiedad y Estado Emocional con el Rendimiento Deportivo en Deportistas de Élite (The Characteristics of “Flow,” Anxiety, and Emotional State and Their Relation to Athletic Achievement in Elite Athetes). (Doctoral dissertation).
  • Massimini, C., Csikszentmihalyi, M., & Carli, M. (1987). ESM and the monitoring of optimal experience: a tool for psychiatric rehabilitation. Journal of Nervous and Mental Disease, 175, 545-549.
  • Massimini, F., & Delle Fave, A. (2000). Individual development in a bio-cultural perspective. American Psychologist, 55, 24–33.
  • Mesurado, B. (2009). Comparación de tres modelos teóricos explicativos del constructo experiencia óptima o Flow (Comparing three theoretical models explaining the construct of optimal experience or Flow). Interdisciplinaria, 26 (1), 121-137.
  • Mills, M. J., & Fullagar, C. J. (2008). Motivation and Flow: Toward an understanding of the dynamics of the relation in architecture students. The Journal of Psychology, 5, 533-553.
  • Mundell, C. E. (2000). The role of perceived skill, perceived challenge, and flow in the experience of positive and negative affect. Dissertation Abstracts International: Section B: The Sciences and Engineering, 61, 2802.
  • Nakamura, J. (1998). Experiencia óptima y las aplicaciones del talento (Optimal experience and applications of talent). In Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (Eds.). Experiencia Óptima. Estudios psicológicos del Flujo en la Conciencia (Optimal Experience. Psychological Studies of Flow of Consciousness). (311-319). Bilbao: Ed. Desclée de Brouwer.
  • Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder, & S. J. Lopez (Eds.). Handbook of positive psychology (pp. 89–105). New York: Oxford University Press.
  • Nakamura, J., & Csikszentmihalyi, M. (2008). Flow theory and research. In C. R. Snyder, & S. J. López (Eds.). Handbook of positive psychology. New York: Oxford University Press.
  • Peterson, C., Park, N., & Seligman, M. E. P. (2005). Orientations to happiness and life satisfaction: The full life versus the empty life. Journal of Happiness Studies, 6, 25–41.
  • Rodríguez, A. M. (2009). The story flows on: A multi-study on the flow experience. (Unpublished doctoral dissertation). Departamento de Psicología Evolutiva, Educativa, Social y Metodología, Universitat Jaume I., Valencia, Spain.
  • Rodríguez, A. M., Cifre, E., & Salanova, M. (2004). Analizando el Flow: experiencias óptimas en el uso de tecnología de la información y comunicación (TIC) en estudiantes (Analyzing Flow: Optimal Experiences with Information and Communication Technology [ICT] use in students). IX Jornades de Foment de la Investigació. Universitat Jaume I.
  • Rodríguez, A. M., Cifre, E., & Salanova, M. (2008). Cómo mejorar la salud laboral generando experiencias óptimas (How to improve health in the workplace by generatng optimal experiences). Gestión Práctica de Riesgos Laborales, 46, 20-25.
  • Rodríguez, A. M., Cifre, E. Salanova, M., & Aborg, C. (2008). Technoflow among Spanish and Swedish students: A Confirmatory Factor Multigroup Analysis. Anales de Psicología, 24(1), 42-48.
  • Rodríguez, A. M., Schaufeli, W. B., Salanova, M., & Cifre, E. (2008). Flow Experience among Information and Communication Technology Users. Psychological Reports, 102, 29-39.
  • Rogatko, T. P. (2009). The Influence of Flow on Positive Affect in College Students. Journal of Happiness Studies, 10, 133-148.
  • Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081.
  • Salanova, M., Bakker, A., & Llorens, S. (2006). Flow at work: evidence for a gain spiral of personal and organizational resources. Journal of Happiness Studies, 7, 1-22.
  • Salanova, M., Martínez I. M., Cifre, E., & Schaufeli W. B. (2005). ¿Se pueden vivir experiencias óptimas en el trabajo? Analizando el flow en contextos laborales (Can optimal experiences be had at work? Analyzing flow in workplace contexts). Revista de Psicología General y Aplicada, 58 (1), 89-100.
  • Salanova, M., & Schaufeli, W. B. (2000). Exposure to Information Technologies and its relation to Burnout. Behaviour and Information Technology, 19, 385-392.
  • Sandín, B., Chorot, P. Lostao, L., Joiner, T. E., Santed, M. A., & Valiente, R. M. (1999). Escalas PANAS de afecto positivo y negativo: validación factorial y convergencia transcultural (The PANAS scales of positive and negative affect: a factorial and cross-cultural convergence validation). Psicothema, 11 (1), 37-51.
  • Sansinenea, E., Gil de Montes, L., Agirrezabal, A., Larrañaga, M., Ortiz, G., Valencia, J. F., & Fuster, M. J. (2008). Autoconcordancia y autoeficacia en los objetivos personales: ¿Cuál es su aportación al bienestar? (Self-concordance and self-efficacy in personal objectives: What is their contribution to wellbeing?). Anales de Psicología, 24(1), 121-128.
  • Schmidt, J. (2003). Correlates of reduced misconduct among adolescents facing adversity. Journal of Youth and Adolescence, 32, 439–452.
  • Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
  • Smolej, B., & Avsec, A. (2007). The experience of flow and subjective well-being of music students. Horizons of Psychology, 16 (2), 5-17.
  • Voelkl, J. E. (1990). The challenge skill ratio of daily experiences among older adults residing in nursing homes. Therapeutic Recreation Journal, 24(2), 7–17.
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS Scales. Journal of Personality and Social Psychology, 54, 1063-1070.
  • Wells, A. J. (1998). Autoestima y experiencia optima (Self-esteem and optimal experience). In Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (Eds.). Experiencia Óptima. Estudios psicológicos del Flujo en la Conciencia (Optimal Experience. Psychological Studies of Flow of Consciousness). (319-333). Bilbao: Ed. Desclée de Brouwer.