Experience Sampling Method: Measuring the Quality of Everyday Life
... Participants are asked to provide systematic self-reports at different occasions throughout a day or over several weeks. ESM proves particularly useful in capturing the experience in real life and in real time, affording an opportunity to examine intraindividual fluctuations and the connection of contexts and subjective experiences (Hektner et al., 2007). ...
... This approach focuses on spontaneity, providing real-time engagement data. The third is eventcontingent sampling, or event-focused sampling, where participants complete a self-report following a particular event (Hektner et al., 2007;Myin-Germeys & Kuppens, 2022). It is particularly useful to capture the effects of specific events or incidents (Hektner et al., 2007;Myin-Germeys & Kuppens, 2022). ...
... The third is eventcontingent sampling, or event-focused sampling, where participants complete a self-report following a particular event (Hektner et al., 2007;Myin-Germeys & Kuppens, 2022). It is particularly useful to capture the effects of specific events or incidents (Hektner et al., 2007;Myin-Germeys & Kuppens, 2022). ESM proves especially beneficial for educational research by capturing experiences, affect, and actions in the moment with repeated measures, thus affording a better understanding of how educational contexts shape learning and its outcomes (Zirkel et al., 2015). ...
Flow, a subjective state of optimal engagement and immersion, is characterized by a balance of perceived challenges and skills, interest, attention, and a sense of control (Csikszentmihalyi, 1990). Investigating flow in language learning can provide valuable insights into effective learning processes and contexts (Egbert, 2003). Self-regulated learning is a proactive learning approach where learners establish learning objectives and actively regulate their cognition, motivation, and behavior (Pintrich, 2000; Zimmerman, 1990). This study explores the flow experience of English as a foreign language (EFL) learners in technology-enhanced self-regulated language learning (SRLL) using the experience sampling method. Through event-contingent sampling, 26 EFL learners from a Chinese university documented their flow experiences over an eight-week period, reporting the duration, engagement, and subjective experiences each time after completing English learning activities outside the classroom. Results demonstrated the prevalence of flow in SRLL activities despite a challenge–skill imbalance, with approximately half of the participants consistently experiencing flow. Furthermore, the state of flow induced more engagement in and commitment to self-regulated English learning. Intense flow was strongly associated with interest-driven reading and vocabulary learning via mobile applications and media, as well as with grammar drills. However, general variations of flow across time suggested that flow did not necessarily motivate participants to seek greater challenges and improve their skills. Individual variations of flow were explored, highlighting the complexity of flow, which was influenced by diverse individual factors.
... First, we evaluated students' response rates across the 13 weekly data collection surveys, in both conditions. We expected a response rate between 50-75 percent, which is typical of intensive longitudinal studies with college students (Feldman Barrett, 2004;Hektner et al., 2007). Second, we evaluated adherence to the intervention instructions among students in the intervention condition. ...
... The average response rate for the weekly surveys was 56% and students responded to 7.23 weekly surveys on average (SD = 3.71), which was in line with the expected response rate (Feldman Barrett, 2004;Hektner et al., 2007). Across the 13 weeks, response rates ranged from 52% (weeks 12 and 13) to 61% (weeks 3 and 7). ...
... In total, 13,499 weekly responses were gathered from those students across the 13 weeks of weekly data collection. The average response rate for the weekly response rates was 76% and students responded to 9.90 weekly surveys on average (SD = 3.04), which was again in line with our expectation (Feldman Barrett, 2004;Hektner et al., 2007). Across the 13 weeks, response rates ranged from 69% (week 11) to 86% (week 1). ...
We developed, implemented, and evaluated a weekly utility-value intervention (UVI) in which college students were asked to reflect on the value of course content using a brief writing prompt for 13 consecutive weeks in two separate courses: physics (N = 631) and chemistry (N = 1,348). We used a randomized controlled trial and examined effects on weekly course importance value, weekly course interest, final course interest, STEM career intentions, and performance. Multilevel modeling and linear regression revealed that in both courses, those who participated in the weekly UVI had higher average weekly importance value (dphysics = 0.20, dchemistry = 0.08) and weekly interest (dphysics = 0.18, dchemistry = 0.10) compared to those in the control group. In chemistry, the weekly UVI was also found to be effective in increasing final course interest (d = 0.10) and STEM career intentions (d = 0.11). In physics, the weekly UVI increased course grades for racially marginalized students, when compared to racially marginalized students in the control group (draciallymarginalized = 0.48, dnonraciallymarginalized = 0.04). Finally, in chemistry, the weekly UVI increased course grades for women, when compared to women in the control group (dwomen = 0.08, dmen = 0.07). The positive effects on weekly importance value and interest in both courses demonstrate the potential of brief weekly motivational interventions that do not require extensive instructor burden for enhancing college students’ STEM interest and participation. However, mixed long-term effects, course-specific effects, and inconsistent patterns of moderation point to important boundary conditions that may constrain the effectiveness of weekly UVIs unless researchers take steps to mitigate them in future research.
... Still, there are multiple modes of measurement for situational engagement. For example, researchers may use the experience sampling method (ESM; Csikszentmihalyi & Larson, 1987;Hektner et al., 2007), a method for assessing real-time experiences in response to signals to understand momentary or in situ experiences and behaviors. When using experience sampling techniques, there are multiple classes of signaling schedules that can be used (Reis & Gable, 2000;Scollon et al., 2003). ...
... The study used the experience sampling method (Csikszentmihalyi & Larson, 1987;Hektner et al., 2007) -a signal contingent method of collecting data in which participants answered brief surveys to report on their immediate experience in response to signals emitted at random moments during their natural activity. Students responded to two ESM surveys per day for five consecutive days in the fall and spring semesters (ten days and 20 surveys total) resulting in 4,136 ESM responses. ...
... A variant of the experience sampling method (Csikszentmihalyi & Larson, 1987;Hektner et al., 2007) was used to measure science engagement. Rather than signaling students at random intervals, an interval-contingent schedule was employed in which students responded to end-ofclass reports (ECRs). ...
Student engagement is widely considered to be a multidimensional construct consisting of behavioral, cognitive, and affective components. Recent research has examined student engagement in science learning contexts using holistic approaches that account for multidimensionality through the identification of engagement profiles. However, it is not yet clear whether identified science engagement profiles are consistent across different samples, different learning environments, or different modes of measurement. Using data from three extant data sets involving middle-and high-school aged youth, we explored the consistency of students' situational engagement profiles across science learning environments (formal and informal) and modes of measurement (experience sampling and end-of-class reports). Results from latent profile analyses of students' behavioral, cognitive, and affective engagement identified four common profiles across the three data sets, though each data set had its own unique profile solution (ranging from 5-7 profiles). Consistent profiles across the three data sets included universally low, moderate, recreational, and full engagement. Three additional engagement profiles were identified (rational, purposeful, and busy engagement), though they emerged inconsistently across the samples. Findings speak to the applicability of conceptual frameworks of engagement to science learning contexts. Results are discussed considering environmental (formal vs. informal learning environments) and methodological considerations (experience sampling vs. end of class report).
... ESM is a structured self-report diary technique used to collect data on participants' experiences and behaviors in their natural environments in real-time, multiple times a day, at random intervals (Myin-Germeys & Kuppens, 2022). The advantages of ESM include increased ecological validity, reduced recall bias, detailed temporal data, contextsensitive insights, enhanced participant engagement, and the ability to capture rare or transient events (Csikszentmihalyi & Larson, 2014;Shiffman et al., 2008;Reis, 2012;Hektner et al., 2007;Bolger et al., 2003). It is noteworthy that ESM is scarcely utilized in Philippine research (Rodrigo et al., to appear), and it has not been applied extensively in positive education, highlighting the need for more ESM studies in this research area (Jacques- Hamilton et al., 2022). ...
... RQ3 asks: What is the impact of daily activities on the transitions and stability of students' emotional states? Conventional methods are limited in capturing the dynamic nature of emotions (Hektner et al., 2007), leading to a limited understanding of how daily activities affect transitions between different emotional states and their stability over time. This study fills this gap by exploring the processes and mechanisms by which daily activities lead to changes in emotions, whether they cause emotional states to shift or remain stable. ...
This paper presents a study into the well-being of students using the Experience Sampling Method (ESM). The study aims to explore the relationships between locations, activities, and social interactions with emotional states over time, the dynamic interrelations among different emotional states, and the impact of daily activities on the transitions and stability of students' emotional states. The study leverages the Ateneo Experience Sampling App (AESapp) to collect real-time data on students' emotional states, activities, and contexts. Data was collected from 104 college students over two weeks, with participants responding to daily prompts about their emotions and situational contexts. To address the research questions, the study employed data science tools and methods. Findings indicate that leisure activities and social interactions with friends and significant others enhance positive emotions like happiness and engagement. In contrast, interactions with parents and classmates can increase negative emotions such as anger and sadness. The study also highlights the emotional stability provided by structured activities like schoolwork and leisure.
... Real-life events, personal desires, and social expectations all affect one-time surveys. This mistake can be decreased in ESM because events are incorporated in the evaluation as they happen (Hektner et al., 2010). ...
... When drafting survey questions, it's important to think about when the participants won't be distracted, as well as how much data you'll need. Answering the questions will take no more than two minutes in this case (Hektner et al., 2010). It is advised 186 that the participants' emotional states be determined using a five-point Likert scale, which is appropriate for the nature of ESM. ...
Migrant entrepreneurship is a significant socioeconomic phenomenon that plays a vital part in economic development. New businesses that are anticipated to arise as a result of immigrant entrepreneurship contribute to the country’s enrichment by producing jobs. The elements determin- ing immigrant entrepreneurs’ economic performance in the host nation are within the subject of the research, which are dependent on both the host country’s institutional conditions and the entrepreneur’s motive and purpose to start a business. Immigrants can utilize ESM to assess the motivating effects of entrepreneurial start-up elements like self-efficacy when starting their enterprises.
Despite the vast amount of empirical research in the field of entrepre- neurship, there is a noticeable shortage of process-oriented (dynamic) research. The goal of the dynamic process is to figure out how the entre- preneur uses the data and how their emotional states influence their motivation. Researchers can communicate with and monitor participants in real time with ESM, which speeds up data entry and lowers costs.
The benefits of ESM that distinguish it from traditional empirical research methods, as well as why this method is essential, will be high- lighted in this chapter.
... The dynamic nature of personality has captivated researchers in recent years, sparking interest in within-person fluctuations in momentary expressions of personality across different situations over time (Revelle & Wilt, 2021). Capturing these fluctuations requires intensive, repeated monitoring of individuals' current states and experiences, often using methods such as experience sampling (ESM; Hektner et al., 2007). Recent advances in analytic tools for intensive longitudinal data, such as continuous-time dynamic modeling (Driver & Voelkle, 2018), provide opportunities to uncover the complex interrelationships between personality states and situational characteristics over time. ...
... Data collection using the experience sampling method (ESM; Hektner et al., 2007) was facilitated by the PIEL Survey mobile app (https://p ielsurvey.org/). Each participant received five daily prompts, randomly distributed within predefined time intervals (09:00-11: 00, 11:30-13:30, 14:00-16:00, 16:30-18:30, 19:00-21:00), for a period of seven consecutive days. ...
In this study, we employed continuous-time dynamic modeling to investigate the evolving interplay between students' state conscientiousness and their perceptions of situation characteristics related to duties and intellectual demands. A week-long experience sampling study (ESM) was conducted using a mobile application, yielding 4694 reports from 185 undergraduate students (87.6 % female, mean age 20.2 years) responding to prompts five times daily. Results indicated that higher perceived levels of duty and intellectual demands were concurrently associated with higher state conscientiousness. Increases in state conscientiousness predicted subsequent reductions from the initial increase in perceived duties, possibly reflecting a sense of self-efficacy after acting conscientiously that lowered the perceived burden of subsequent duties. On the other hand, increases in perceived levels of duty and intellectual demands predicted subsequent reductions from the initially elevated state conscientiousness. Increased duty and intellectual demands may temporarily strain self-regulatory resources needed to meet momentary demands, making it difficult to engage in highly conscientious behavior on a sustained basis. The negative cross-effects underscore the importance of appropriate resource management for students, particularly in situations where they are expected to pursue multiple goals and tasks or engage in intellectually demanding activities.
... One way to do that is through the use of intensive longitudinal methods such as diary methods and experience sampling techniques (Hektner et al., 2007). Indeed, researchers have begun examining the situated aspect of EVT motivational beliefs (Benden & Lauermann, 2022;Beymer et al., 2022;2023, Beymer & Rosenzweig, 2023Dietrich et al., 2017Dietrich et al., , 2019Johnson et al., 2014;Knogler et al., 2015;Parrisius et al., 2022;Tsai et al., 2008); however, much of this work has largely ignored the interaction between expectancy beliefs and task values. ...
... This corresponded to students responding to an average of 6.10 weekly diary surveys (SD = 3.07). Typically, a response rate between 50 and 75 percent is expected when conducting intensive longitudinal studies in college settings (Feldman Barrett, 2004;Hektner et al., 2007); thus, the response rate was in line with what was expected. Means, standard deviations, correlations (within-person and between-person), and intraclass correlations (ICCs) are presented in Table 1. ...
Situated expectancy-value theory is one of the most prominent theories for examining students' motivational beliefs, suggesting that both students' expectancy beliefs and task values are antecedents of important academic outcomes. Further, interactions between expectancy beliefs and task values often exist and suggest critical theoretical considerations. In this study, we examined how the interaction between students' baseline expectancy beliefs and task values (utility, attainment, interest, and cost) predicts weekly motivational beliefs in an introductory statistics course for psychology majors in the United States (N = 145) using an intensive longitudinal design. Using multilevel modeling, we found interaction effects of expectancy beliefs x attainment value on weekly competence and cost, expectancy beliefs x anticipated cost on weekly value, expectancy beliefs x interest value on weekly cost. Results suggested that having high baseline value, or low cost, may be unable to buffer against low expectancy beliefs. Theoretical and practical implications are discussed.
... This corresponded to students responding to an average of 6.1 weekly diary surveys (SD = 3.07). Typically, a response rate between 50 and 75 percent is expected when conducting intensive longitudinal studies in college settings (Feldman Barrett, 2004;Hektner et al., 2007); thus, the response rate was in line with what was expected. Correlations for the entire sample are provided in Table 2 (N = 145; see supplemental materials for the correlation table of those who completed at least ten surveys). ...
... Although all students received the same incentive to compete each of the surveys, response rates varied by student. Response rates for intensive longitudinal studies are generally between 50-75% (Feldman Barrett, 2004;Hektner et al., 2007); however, researchers need to continue to work on ways to increase these response rates so that more students are represented. Still, our findings, particularly at the weekly level, underscore the importance of taking a more situative and holistic approach to individual students' motivational beliefs. ...
Motivation theorists have recently emphasized the importance of examining students’ motivational beliefs from a situated perspective. In the present study, we explored four individual students’ motivational beliefs at baseline and across twelve weeks of a semester of introductory statistics in an effort to contribute to this line of research. We also examined how these students compared to average motivation levels within the entire course (N = 145), as well as how these individuals compared to each other. Results indicated that individual students rarely resembled the course averages, suggesting a need for researchers to consider what information could be missed by only considering between-person differences. Additionally, increases and decreases in motivational beliefs may be attributable to performance feedback for some students, but not all. Practical and theoretical implications are discussed.
... However, this investigation should be accompanied by a deeper examination of intraindividual (within-person) processes to give a more comprehensive view of individual functioning in terms of dynamic changes in behaviors and experiences (Kuper et al. 2021) that occur over short time periods . The use of intensive longitudinal datathat is, the collection of multiple measurement occasions over a brief observation period (McNeish and Hamaker 2020) through Experience Sampling Methods (ESM; Hektner et al. 2007)-is particularly suitable for exploring the influence of PEB on EWB in everyday life, as well as representing an ecologically valid approach . ...
Introduction
Existing literature has highlighted the relevance of Pro‐environmental behaviors (PEBs)—actions intended to benefit the environment—to Eudaimonic well‐being (EWB, i.e., meaning in life and connectedness to others). However, most research has focused on stable individual differences and utilized cross‐sectional designs, giving limited attention to the momentary fluctuations of PEBs within individuals. This study aimed to investigate the daily impact of PEBs on EWB from a causal perspective, examining whether manipulating daily PEBs would result in higher levels of EWB on those days.
Method
We adopted the Within‐Person Encouragement Design, an experimental approach employing instrumental variable estimation, in a Dynamic Structural Equation Modeling framework. Participants were 63 Italian young adults assessed over 21 days and who received 11 randomized encouragements (i.e., “Today we ask you to implement more pro‐environmental actions than you would normally enact on a typical day”).
Results
A significant positive adherence effect of the encouragement on PEB, and a significant positive treatment effect of PEB on EWB was found.
Conclusion
These findings are promising for advancing successful behavioral interventions designed to encourage daily PEBs in younger generations and highlight the importance of PEBs for experiencing a more meaningful life and enhanced connectedness with others.
... The origin of this novel method is in the experience sampling methodology, or ESM, also called "ambulatory assessment", "ecological momentary assessment" or "diary studies" (Bolger et al., 2003;Mehl & Conner, 2011;Shiffman et al., 2008;Trull & Ebner-Priemer, 2013). ESM studies aim to examine people's behavior and thoughts in their natural environment (Hektner et al., 2007;Larson & Csikszentmihalyi, 2014). This approach enhances external validity by capturing participants' responses within specific situations and is particularly suitable for studying time-varying or context-dependent phenomena (e.g., mood, social interactions, developmental processes). ...
This manuscript introduces a novel method for conducting behavioral and social research by streaming real-time information to participants and manipulating content for experimental purposes via AI. We present an extension of the Samply software, which facilitates the integration of event-related data with mobile surveys and experiments. To assess the feasibility of this method, we conducted an experiment where news headlines were modified by a Chat-GPT algorithm and streamed to participants via the Samply Stream API and mobile push notifications. Feedback from participants indicated that most did not experience technical problems. There was no significant difference in readability across original, paraphrased, and misinformation-injected news conditions, with only 1.2% of all news items reported as unreadable. Participants reported significantly less familiarity with misinformation-injected news (84% unfamiliarity) compared to original and paraphrased news (73% unfamiliarity), suggesting successful manipulation of information without compromising readability. Dropout and non-response rates were comparable to those in other experience sampling studies. The streaming method offers significant potential for various applications, including public opinion research, healthcare, marketing, and environmental monitoring. By enabling the real-time collection of contextually relevant data, this method has the potential to enhance the external validity of behavioral research and provides a powerful tool for studying human behavior in naturalistic settings.
... When students engage in scientific inquiry, it is also crucial to collect data without disrupting the flow of their activities. The experience sampling method allows real-time data collection in natural contexts, reducing recall bias by prompting students to respond at several points throughout the day (Bolger et al., 2003;Hektner et al., 2007;Inkinen et al., 2020;Sinatra et al., 2015). However, the content of these questions and the interpretation of children's responses are important considerations. ...
This commentary reviews the five papers featured in this special issue, which foster a cross-disciplinary discussion on momentary engagement (ME). The papers represent diverse theoretical perspectives and address key research questions central to understanding students’ ME. The commentary approaches each paper through the lens of conceptual change, focusing on the learning processes needed when the information to be acquired is inconsistent with the existing theoretical frameworks. Methodological challenges in measuring ME within the context of conceptual change are explored, moving beyond traditional acquisition type of learning. The variation in quality and depth of momentary engagement is also discussed, distinguishing between different modes of active learning and engagement. Further attention is given to the complex, dual role of factors such as learner characteristics, prior knowledge, and epistemic beliefs in shaping ME, especially in domains requiring radical reorganization of initial beliefs. Finally, the potential for constructing an integrated model of ME is discussed, in alignment with the holistic approach to ME implied by the papers in this issue. The author emphasizes the importance of studying ME’s interconnected components within both the individual and the context, employing varied methodologies and accounting for different learning types. The implications of integrating different theoretical frameworks are discussed in relation to developing interventions aimed at enhancing students’ ME in the classroom context.
... From this they seek to define more clearly the conditions required to foster team Flow and the benefits of doing so. The noted benefits of having a shared Flow experiences is its aptitude for producing authentic and unbounded contributions to work activity and output (Hektner et al., 2007 from an individual perspective, but asserting this on a group level is more problematic. ...
Background The practice of nursing involves the application of knowledge, skills, and values-while remaining present in the moment, true to oneself and focused the needs of patients. Key to this is having a clear sense of professional identity yet provision for this within nursing curricula is often limited or overly prescriptive. This study aimed to explore how LEGO® SERIOUS PLAY® could be used to support the formation of professional identity for nursing students. Methods The study utilised an action research methodology incorporating three intervention and data collection iterations. During each iteration, participants were invited to undertake a LEGO® SERIOUS PLAY® session exploring their individual and shared perceptions of professional identity. Participants took part in open-format interviews in which they were asked to examine how LEGO® SERIOUS PLAY® supported their exploration of professional self. The interviews were analysed using reflexive thematic analysis and the application of transformative learning as a theoretical lens. Results and Conclusions Participants identified a high degree of frustration surrounding forming their professional identity and the perception that they had thus far been ill-equipped for this. The LEGO® SERIOUS PLAY® session provided them with a safe and open space to engage in the transformative exploration of their professional selves. The mechanisms by which LEGO® SERIOUS PLAY® supported these transformative experiences were complex, intricate, and interrelated. It enabled participants to engage in a deeply critical and emancipatory discourse through light-hearted play, parody and metaphor. This exploration was rooted in the overarching and embedded process of building models, sharing stories and co-constructing meaning. Original Contribution to Knowledge The study demonstrates the mechanisms and processes by which LEGO® SERIOUS PLAY® supports transformative learning, particularly in relation to professional identity formation. This has direct application for helping educators to incorporate LEGO® SERIOUS PLAY® into educational programmes. It also informs curriculum developers and HEIs of the need to utilise more open and emancipatory approaches such as LEGO® SERIOUS PLAY® in developing their students' professional identities.
... Unlike traditional assessments that rely on retrospective reporting, EMA involves participants responding to surveys at various random or scheduled times throughout the day, over several days or weeks. This method aims to capture authentic, moment-to-moment variations and provides a more accurate and detailed picture of daily life experiences [17,18]. ...
Background
Children with avid eating behaviour display high food responsiveness, high emotional overeating and low sensitivity to fullness; behaviours which may increase the risk of obesity and are challenging for parents to manage. This study explores the situational predictors of coercive or indulgent feeding practices among parents of children with avid eating behaviours using Ecological Momentary Assessment (EMA).
Methods
The study involved 109 parents of 3-5-year-old children exhibiting avid eating behaviour. Over 10 days, participants completed EMA surveys via a mobile app to report on their mood, stress, feeding goals, and feeding practices during eating occasions. Multilevel modelling was used to assess how parental mood, goals, and the eating context (e.g., meal versus snack, public versus private setting) influenced feeding practices.
Results
Parents were more likely to use specific coercive or indulgent feeding practices when experiencing higher stress, when aiming to avoid mealtime conflict, and during meals versus snacks. A negative meal atmosphere and a public setting also increased the likelihood of certain indulgent practices. Notably, parents were more likely to report giving their child food to calm them down or help manage their behaviour when the meal atmosphere was perceived as negative and if they aimed to reduce conflict at the meal. The findings highlight that the context of feeding occasions significantly drives the use of coercive or indulgent feeding practices.
Conclusions
Parental stress, goals, and the eating context are key determinants of coercive or indulgent feeding practices with children exhibiting avid eating behaviours. Interventions to support parents should consider these dynamic factors, promoting healthier feeding strategies tailored to real-life contexts.
... The study investigates how events, such as actions by politicians, media, and other actors, affect sentiments among different social subgroups. It is loosely based on the experience sampling method (Hektner et al., 2006) which originates from psychology research. Since November 2022, a representative panel has been conducted biweekly. ...
... Additionally, we asked participants to use a smartphone application (m-Path [57]) for gathering real-time information on experiences using the Experience Sampling Method (ESM) [58]. We chose ESM over a diary study, as we wanted to collect contextual information with high frequency and avoid cases where participants might be overly selective in their diary entries [13], discarding parameters that could be of interest to us. ...
Many users of wrist-worn wearable fitness trackers encounter the data-expectation gap - mismatches between data and expectations. While we know such discrepancies exist, we are no closer to designing technologies that can address their negative effects. This is largely because encounters with mismatches are typically treated unidimensionally, while they may differ in context and implications. This treatment does not allow the design of human-data interaction (HDI) mechanisms accounting for temporal, social, emotional, and other factors potentially influencing the perception of mismatches. To address this problem, we present a vocabulary that describes the breadth and context-bound character of encounters with the data-expectation gap, drawing from findings from two studies. Our work contributes to Personal Informatics research providing knowledge on how encounters with the data-expectation gap are embedded in people's daily lives, and a vocabulary encapsulating this knowledge, which can be used when designing HDI experiences in wearable fitness trackers.
... To measure expectations about future events, the actual occurrence of events, affective states, and SWB in real-life context, we adopted EMA, a survey method that is known to have high ecological validity (Hektner et al. 2007, Shiffman et al. 2008, Csikszentmihalyi 2011. Participants responded to the EMA survey five times a day for a week (the total number of time points = 2680). ...
Positive anticipatory experiences are key to daily well-being. However, the brain’s functional architecture underlying real-world positive anticipatory experiences and well-being remains unexplored. In the present study, we combined an ecological momentary assessment and resting-state functional neuroimaging to identify the neural predictors of real-world positive anticipatory experiences and explore their relationships with subjective well-being (SWB). With a model-based approach, we quantified participants’ accuracy in predicting positive events and the degree to which participants’ affective states were influenced by the positive anticipation. We found that individuals with higher accuracy in predicting upcoming positive events showed greater SWB, and this relationship was mediated by greater positive anticipatory feelings. Importantly, functional connectivity of the dorsal and ventral striatal-hippocampal networks significantly predicted the accuracy and positive anticipatory feelings, respectively. These functional networks were further predictive of SWB. Our findings provide novel and ecologically valid evidence that the interplay between neural systems for reward-processing and memory plays an important role in real-life positive anticipatory experiences and everyday SWB.
... Methodologically, such testing should be based on the principle of emergence, specifically looking at bottom-up moderation (Bowen & Ostroff, 2004). Field experiments should also be performed to include the job design interventions and to measure them with the experience sampling method (Csikszentmihalyi & Larson, 2014;Hektner, Schmidt, & Csikszentmihalyi, 2006). P3 could be further tested with simulation studies using computational modelling to capture the dynamics of emergence (Kozlowski et al., 2016) of humanising job design factors. ...
... Lower switching costs signify greater affective flexibility. From the emotion regulation perspective, AF is assessed in terms of the ability to shift between different emotional states using laboratory measures or experience sampling methods (ESMs) [27,28]. While laboratory settings measure the effects of pre-and post-stimuli exposure on affective states, ESMs capture moment-to-moment affective changes in real life, though without direct links to environmental stimuli. ...
This study examines the relationship between cognitive and affective flexibility, two critical aspects of adaptability. Cognitive flexibility involves switching between activities as rules change, assessed through task-switching or neuropsychological tests and questionnaires. Affective flexibility, meanwhile, refers to shifting between emotional and non-emotional tasks or states. Although similar conceptually, prior research shows inconsistent findings on their link, especially regarding physiological and self-reported measures. Affective flexibility was operationalized as changes in heart rate variability (HRV) in response to transitioning affective stimuli, while cognitive flexibility was assessed using self-report questionnaires that captured individuals’ perceived adaptability. The findings revealed that individuals with extremely high or low cognitive flexibility displayed similar HRV patterns in response to emotional stimuli, while those with medium levels of cognitive flexibility showed distinct responses. The Extreme group exhibited higher baseline autonomic activation that decreased after exposure, whereas the Average group’s moderate baseline activation increased post-stimuli. This interaction was mainly seen in long-term HRV indexes, while short-term indexes showed a uniform response across groups, suggesting that differences in flexibility were probably not discernible via state features but rather as traits and long-term attributes. The findings suggest that cognitive and affective flexibility exist on a continuum; extremely high and low cognitive flexibility is linked to intense affective responses, while moderate cognitive flexibility corresponds to balanced physiological regulation, supporting the notion that “in medio stat virtus” (virtue lies in moderation).
... The experience sampling method (ESM; Hektner et al., 2007) was used to assess momentary happiness as a measure of affective well-being. At the last day of each monthly survey wave, participants received six short ESM questionnaires at randomly chosen times throughout the day between 8 am and 9 pm. ...
This pre‐registered study examines the longitudinal relationships between well‐being, hair cortisol (a biomarker linked to poor health), and self‐reported health. Accumulated cortisol output over three months was determined quarterly over the course of one year using hair samples. Well‐being was assessed as affective well‐being (via experience sampling), cognitive well‐being (i.e., life satisfaction), and eudaimonic well‐being (via the Ryff Scales of Psychological Well‐Being). Self‐reported health was measured using one item on the current state of health. The longitudinal analyses allowed for disentangling initial between‐person differences from within‐person changes and were based on a large panel study of working‐age people (N = 726). The results indicate that hair cortisol levels were generally not associated with any of the examined well‐being facets, regardless of the level of analysis. Further, deviations from well‐being trait levels were not linked to subsequent within‐person changes in hair cortisol (and vice versa), challenging the notion that cortisol output is a key physiological pathway through which well‐being improves health. In contrast, self‐reported health was positively correlated with affective, cognitive, and eudaimonic well‐being at both the trait and within‐person levels, whereas deviations from well‐being trait levels were generally not associated with subsequent within‐person changes in self‐reported health, and vice versa.
... We used EMA questionnaires to measure the elements of OLMs and to detect the mistakes that students noticed they had made in the laboratory. EMA questionnaires were an eligible choice due to their effectiveness in gathering highly situational and subjective experiences (Carson et al., 2010;Hektner et al., 2007;Salmela-Aro et al., 2016). Additionally, the situational self-report setting significantly reduces recall bias in the responses (Mulligan et al., 2005;Kitterød & Lyngstad, 2005;Salmela-Aro et al., 2016). ...
... While a secured instrument such as a consent form minimises the burden on the individual, with only a single form to read and comprehend, the accuracy is impossible to discern, with no process for validating that consent decision in context, nor to assess the individual's comprehension of what they have agreed to. Conversely, while a sustained approach -such as asking someone whether they are willing for each item of personal data to be used for data mining activities -may improve accuracy, the added burden is significant and can be frustrating, contributing to attrition, which is particularly problematic in longitudinal studies [18]. ...
Companies and academic researchers may collect, process, and distribute large quantities of personal data without the explicit knowledge or consent of the individuals to whom the data pertains. Existing forms of consent often fail to be appropriately readable and ethical oversight of data mining may not be sufficient. This raises the question of whether existing consent instruments are sufficient, logistically feasible, or even necessary, for data mining. In this chapter, we review the data collection and mining landscape, including commercial and academic activities, and the relevant data protection concerns, to determine the types of consent instruments used. Using three case studies, we use the new paradigm of human-data interaction to examine whether these existing approaches are appropriate. We then introduce an approach to consent that has been empirically demonstrated to improve on the state of the art and deliver meaningful consent. Finally, we propose some best practices for data collectors to ensure their data mining activities do not violate the expectations of the people to whom the data relate.
... The identification of flow antecedents has intrigued researchers, starting from the seminal model of experience fluctuation (Massimini, Csikszentmihalyi & Carli, 1987;Moneta & Running Head Flow at work moderation model 6 Csikszentmihalyi, 1996), providing evidence of the central role of perceived challenge/skill balance in fostering flow onset (Kawabata & Mallett, 2011;Keller et al., 2011). Other psychological aspects of the interaction with an activity, such as perceiving clear goals and unambiguous feedback, emerged as potential antecedents of flow (Hektner, Schmidt & Csikszentmihalyi, 2007). At the individual level, personality and trait-like dimensions facilitating flow onset were also identified (Bassi et al., 2014;Baumann & Scheffer, 2011;Tse, Nakamura & Csikszentmihalyi, 2021;Ullén et al. 2012). ...
The dynamics of flow occurrence – an experience of absorbed attention and joyful engagement in ongoing activity - over time needs further exploration, especially in educational settings. To this purpose, data were collected across three years among school staff (baseline N= 327) in New South Wales, Australia, with the aim to test perceived strengths use, strengths knowledge, and positive climate as predictors of flow at work, and positive climate as a moderator of the relationship between strengths use/ knowledge and flow. Findings showed that strengths use/ knowledge and positive climate consistently predicted more flow at work, but the moderation effect was non-significant. We suggest that while perceived positive climate reflects the macro-contextual conditions helpful for flow to occur, individual level contextual factors that might synergistically interact with strengths use/knowledge are yet to be identified. Future research should include both macro and micro contextual factors that impact upon the flow experience.
... 46- 49 We employed the Experience-Sampling Method (ESM) due to its validity for understanding short-and long-term mental processes in everyday life. 50 ESM can be used to obtain empirical data on the following types of variables: a) frequency and patterning of daily activity, social interaction, and changes in location; b) frequency, intensity, and patterning of psychological states, i.e., emotional, cognitive, and conative dimensions of experience; c) frequency and patterning of thoughts, including quality and intensity of thought disturbance. 51 We combined ESM with a longitudinal digital diary study and online survey; this approach offers a more comprehensive understanding of usage patterns, user experiences, and influencing factors of Apple Watch user adoption. ...
Objective: The current study aims to understand how Apple Watch helped users maintain wellness routines during the COVID-19 lockdown period, where access to public gyms and spaces was curtailed. We explore the effectiveness of biofeedback engagement aspects of Apple Watch: goals, alerts and notifications, and sociability aspects of the device or social interaction with other users. Methods: We report the results of a 2-week digital diary study based in the United States with 10 adults with 6 months or longer exposure to Apple Watch, followed by online survey responses gathered from 330 additional users. Results: The study findings show how Apple Watch transforms notifications from distractions into positive wellness tools. Data suggests that personal context (custom goals and supported intent) combined with motivational nudges from alerts and notifications as well as contextually triggered nudges contribute to Apple Watch user adoption and satisfaction. Conclusion: This study highlights how Apple Watch transforms notifications from distractions into positive wellness tools; emphasizing the importance of balancing nudging with customization with user control. Sociability and privacy remain crucial, especially with biofeedback-enabled fitness trackers. We conclude that Apple Watch enhances user engagement by triggering context-relevant interactions, nudging users to achieve their goals through small, motivated behaviors.
... Initially, participants completed a measure of personality traits through a web-based platform. Subsequently, they took part in an ESM study (Hektner et al., 2007), facilitated by the PIEL Survey mobile app (https://pielsurvey.org/). Participants were instructed to install the app on their mobile phones, import the control file, and initiate the survey. ...
This study examined the dynamic interplay between extraversion and subjectively perceived sociality of situations using continuous-time dynamic modeling. In a week-long experience sampling study, we collected 4,694 reports of state extraversion and perceived sociality from a sample of university students. Results showed that changes in state extraversion lasted longer and took longer to return to baseline than changes in perceived sociality. Increases in state extraversion predicted subsequent increases in perceived sociality, whereas increases in perceived sociality predicted subsequent decreases in state extraversion. Cross-lagged effects reached their maximum at 1.5 h lag. The negative cross-lagged effect of sociality on state extraversion suggests a compensatory mechanism of temporal reduction of extraverted behavior in an effort to balance the level of social engagement.
... Experience Sampling Method (ESM). To capture fluctuations in enjoyment during the DGBL activities, a smartphone application employing the Experience Sampling Method (ESM) was utilized (Hektner et al. 2007). Participants received the app at the study's outset and responded to prompts four times daily over a twoweek period. ...
This mixed-methods study investigates the impact of digital game-based learning (DGBL) on enjoyment, ideal L2 self, and intrinsic motivation among Chinese English as a Foreign Language (EFL) learners. Seventy participants were divided into DGBL and control groups. The DGBL group engaged in Duolingo activities, while the control group received traditional EFL instruction. Data collection included pre-post self-determination theory (SDT) questionnaires, experience sampling method (ESM) to assess real-time enjoyment, and stimulated recall interviews. Quantitative analysis using paired-samples t-tests, one-way ANCOVAs, and multilevel modeling revealed that DGBL significantly enhanced enjoyment and ideal L2 self-perception, with pre-existing autonomy and ideal L2 self predicting greater enjoyment during gameplay. Qualitative findings highlighted increased engagement, perceived learning gains, and a sense of autonomy fostered by DGBL. Importantly, this study demonstrates that integrating DGBL into EFL classrooms can significantly boost enjoyment and cultivate a positive self-concept as language learners among Chinese students. These findings have practical implications for educators, suggesting that incorporating well-designed game-based activities can create a more motivating and effective learning environment, addressing the specific challenges faced by Chinese EFL learners.
... The current study is part of a larger project (Author, 2017(Author, -2023 1 focusing on (middle-late) adolescents' multiple and life-wide interest development. Within the larger project a longitudinal, mixed method design is used, including an experience sampling method (ESM; Hektner et al., 2007) in combination with interviews and questionnaires to capture interest development (see Fig. 1 for a timeline of data collection). The current study uses both ESM data and interviews to study moment-to-moment references to and experiences of others over time. ...
... Mobile diaries (i.e., diaries filled out using mobile phones) have been widely used to capture real-time experiences in domains such as psychology, geography, health, and medicine (e.g., Hektner et al., 2007;Heinonen et al., 2012;Hensel et al., 2012;Hofmann & Patel, 2015). In marketing, mobile diaries have been embraced mainly by practitioners (ESOMAR, 2012). ...
This paper examines the effect of second screening, the common practice of using another digital device while watching a television show, on repeat show viewing. We leveraged large-scale individual-level data from mobile diaries of 1,702 US TV viewers on 2,755 prime time shows. We used causal forest analysis for estimation, focusing on the moderating role of viewing preferences and show loyalty, and captured heterogeneity in viewer preferences using latent-class segmentation. We found that overall, show-related second screening has a positive effect on the attitude toward the show , as well as on actual repeat viewing. Show-unrelated second screening diminishes the viewer’s attitude. These effects are especially pronounced in the heavy viewer segment and among infrequent show viewers. Interestingly, our analysis did not provide evidence that second screening harms actual repeat viewing, countering potential concerns of negative distraction effects.
... We direct the reader elsewhere for (a) reporting guidelines for ESM studies (e.g., Liao et al., 2016;Stone & Shiffman, 2002;Trull & Ebner-Priemer, 2020), (b) reviews of methods and practices for ESM research (e.g., Bolger et al., 2003;Trull & Ebner-Priemer, 2020), (c) discussions on current and future applications of ESM (e.g., Mestdagh & Dejonckheere, 2021;Myin-Germeys et al., 2009, 2018, (d) analytical considerations (e.g., Hamaker & Wichers, 2017), (e) insights into conducting ESM studies in specific psychological subdisciplines (e.g., affective sciences: Kuppens et al., 2022; personality psychology: Kaurin et al., 2023), and (f) in-depth handbooks on how to conduct ESM research (e.g., Bolger & Laurenceau, 2013;Conner & Mehl, 2012;Hektner et al., 2007;Myin-Germeys & Kuppens, 2021). Instead, we provide a brief overview of the following 10 topics that we believe are essential for the quality of ESM design and implementation, discuss current challenges, and-if availablehighlight potential solutions: ...
The experience-sampling method (ESM) captures psychological experiences over time and in everyday contexts, thereby offering exciting potential for collecting more temporally fine-grained and ecologically valid data for psychological research. Given that rapid methodological developments make it increasingly difficult for novice ESM researchers to be well informed about standards of ESM research and to identify resources that can serve as useful starting points, we here provide a primer on 10 essential design and implementation considerations for ESM studies. Specifically, we (a) compare ESM with cross-sectional, panel, and cohort approaches and discuss considerations regarding (b) item content and phrasing; (c) choosing and formulating response options; (d) timescale (sampling scheme, sampling frequency, survey length, and study duration); (e) change properties and stationarity; (f) power and effect sizes; (g) missingness, attrition, and compliance; (h) data assessment and administration; (i) reliability; and (j) replicability and generalizability. For all 10 topics, we discuss challenges and—if available—potential solutions and provide literature that can serve as starting points for more in-depth readings. We also share access to a living, web-based resources library with a more extensive catalogue of literature to facilitate further learning about the design and implementation of ESM. Finally, we list topics that although beyond the scope of our article, can be relevant for the success of ESM studies. Taken together, our article highlights the most essential design and implementation considerations for ESM studies, aids the identification of relevant in-depth readings, and can thereby support the quality of future ESM studies.
... I used the Experience-Sampling Method (ESM) in the study, which offered a valuable avenue to document individuals' experiences within their contexts (Hektner, Schmidt, and Csikszentmihalyi 2007). ESM has previously been administered by collecting participants' self-reports at repeated intervals through various means such as texts, pagers, digital tools, or applications (Csikszentmihalyi and Larson 2014). ...
... In this paper, we will focus on digital tools that are based on ESM (Hektner, Schmidt, & Csikszentmihalyi, 2007;Myin-Germeys & Kuppens, 2021) (also known as Ecological Momentary Assessment [EMA] [Stone & Shiffman, 1994]). ESM is a structured self-report diary technique where service users actively gather real-time information about themselves in their natural environment using a mobile application. ...
This position paper by the international IMMERSE consortium reviews the evidence of a digital mental health solution based on Experience Sampling Methodology (ESM) for advancing person-centered mental health care and outlines a research agenda for implementing innovative digital mental health tools into routine clinical practice. ESM is a structured diary technique recording real-time self-report data about the current mental state using a mobile application. We will review how ESM may contribute to (1) service user engagement and empowerment, (2) self-management and recovery, (3) goal direction in clinical assessment and management of care, and (4) shared decision-making. However, despite the evidence demonstrating the value of ESM-based approaches in enhancing person-centered mental health care, it is hardly integrated into clinical practice. Therefore, we propose a global research agenda for implementing ESM in routine mental health care addressing six key challenges: (1) the motivation and ability of service users to adhere to the ESM monitoring, reporting and feedback, (2) the motivation and competence of clinicians in routine healthcare delivery settings to integrate ESM in the workflow, (3) the technical requirements and (4) governance requirements for integrating these data in the clinical workflow, (5) the financial and competence related resources related to IT-infrastructure and clinician time, and (6) implementation studies that build the evidence-base. While focused on ESM, the research agenda holds broader implications for implementing digital innovations in mental health. This paper calls for a shift in focus from developing new digital interventions to overcoming implementation barriers, essential for achieving a true transformation toward person-centered care in mental health.
... ESM involves prompting participants to report on various aspects of their experience, such as mood, social interactions, activities, and symptoms, multiple times per day over a specified period ranging from days to weeks. The high sampling rate embedded in events of interest provides ecologically valid data on daily life (Hektner et al., 2007). Prompts can be delivered at fixed time points, randomly, or contingent on certain events using mobile technologies like smartphones or wearable devices (Intille et al., 2003). ...
In current research, emotions in language use situations are often examined only at their starting and ending points, akin to observing the beginning and end of a wave, while neglecting their complex fluctuations in between. To fully comprehend the dynamics of emotions in language use situations, it is essential to delve into their intricate unfolding throughout their progression. This is particularly critical in the context of Second Language Acquisition (SLA), where emotional dynamics can significantly influence learning outcomes and proficiency. Drawing on existing empirical research and theories, we propose a novel interpretation rooted in complex dynamic systems theory (CDST) to elucidate the dynamic nature of emotions in language use situations. Furthermore, we suggest methodologies for capturing the complete dynamics of emotional and language behaviours, including an analysis of their dynamic interrelationships. By embracing a dynamic perspective, we can advance our understanding of interplay between emotions and language behaviours from epistemological theory to methodology and analysis, paving the way for future research in this field.
... The Experience Sampling Method (ESM; Csikszentmihalyi & Larson, 1987) was used, which is ideally suited to capture the interplay between emotional and sexual states in the context of daily life, as assessment takes place during life as it is lived (Bolger et al., 2003). Aside from providing high ecological validity, this method also minimizes potential memory biases (Hektner et al., 2007). In the current study, both partners of 94 mixed-gender couples were asked to report on their current positive and negative emotional state and sexual desire six times a day on weekdays and fourteen times a day on weekend days, for seven days in total. ...
The association between mood and sexual desire has been the object of significant scientific and public interest. How mood shapes and is shaped by sexual desire is typically studied within one and the same individual, yet sexual desire is often experienced in the context of a romantic relationship. To obtain a more complete picture of the relation between mood and sexual desire, we examined the temporal interplay between mood and sexual desire both within and between partners in a romantic relationship. Using data from an experience sampling study involving both partners of mixed-gender romantic couples (N = 188; Mage = 26.34, SDage = 5.33), we investigated how each partner’s mood (in terms of positive and negative affect) predicted their own sexual desire as well as that of their partner and vice versa. Results of both concurrent and temporal analyses confirmed bidirectional associations between mood and sexual desire both within and between partners, such that (1) both a person’s own and their partner’s positive mood predicted an increase in sexual desire, and a person’s own and their partner’s negative mood predicted a decrease in sexual desire. In addition, (2) both a person’s own and their partner’s sexual desire predicted an increase in positive mood, and a person’s own and their partner’s sexual desire predicted a decrease in negative mood. Only few gender differences were found. The results underscore how sexual desire can predict and be predicted by both romantic partners’ mood, highlighting the need for interactional models of sexual desire.
... To overcome current limitations, cognitive data from controlled laboratory contexts should be complemented with behavioural data from ecologically valid contexts using methods such as digital phenotyping and natural language processing [152][153][154] . Experience sampling methods and temporal graphical approaches (illustrations of subjective effects over the course of an experience) could help to describe the acute subjective effects as they occur 155 , and administering a series of short psychoactive experiences could help to reduce the range of acute subjective effects reported from a longer drug administration session 156,157 . ...
The administration of classic psychedelics has been associated with well-being and mental health benefits as well as risks and adverse events. The acute subjective effects of psychedelics might have a causal role in these risks and therapeutic benefits, but inconsistencies and limitations in the conceptualization and measurement of these acute subjective effects hinder research and clinical advances. In this Review, we outline current characterizations and psychometric examinations of the acute subjective effects of psychedelics, evaluate the construct validity of commonly used measures and describe findings showing that specific acute subjective effects predict certain outcomes. We discuss how to balance the limitations of existing measures with methodological advances in practice and elaborate on well-known methods and other psychological processes that can help inform the creation of new measures. We suggest actionable recommendations for how the field can transcend current conceptualizations and provide guidance on best practices until the next generation of measures is validated. Sections
... Unfortunately, that was not practical with the data we had available, and thus we had to ground team flow theory in the qualitative analysis and use the quantitative measurements to validate the qualitative results instead of giving them enough degrees of freedom to stand on their own. Another possible consideration would be using the experience sampling method (ESM; Hektner et al., 2007), which might have allowed for more accurate descriptions of the status of the team in real time instead of using retrospectives when teams were being surveyed. In business teams, however, the need to focus on the activity at hand without being interrupted by surveys, and the financial costs of distractions, makes the ESM less viable for use. ...
An important question in teamwork research is how to maximize performance and the aspects of the team's dynamics and collaboration process that underpin it. Prior research has shown that when team members who are collaborating towards a common purpose experience flow together ( team flow; optimal experiences that occur simultaneously at the individual and team levels, entailing deep focus and intrinsic motivation to perform an activity ), the team significantly improves its performance and team members experience many positive results at both the individual and team levels. Further advances have built a model of team flow and a means for measuring the construct, as well as qualitative results in business teams to confirm how the elements of team flow interact to generate the positive experiences and higher performance. This study adds practical value to the research by providing proof‐of‐concept for an intervention that promotes team flow in business teams. This cross‐case‐study of 15 teams across five different organizations uses the Team Flow Monitor as a barometer of team health and dynamics, which in turn serves as the centerpiece of an iterative intervention protocol for leading/guiding teams in targeted self‐reflection that can generate virtuous cycles of improving dynamics and performance. In addition to a significant amount of qualitative data confirming the efficacy of the intervention in enabling teams to overcome obstacles and experience more team flow, quantitative analysis of Team Flow Monitor scores showed an increase on average team flow scores across the teams over the course of the intervention (Cohen's d = 0.6). Implications for translating team flow research to field situations are discussed, along with further potential uses of the Team Flow Monitor.
... To address this limitation, future research should explore alternative data collection methods in the context of metaverses and consumer experience. For example, researchers can use real-time data collection techniques such as in-the-moment surveys or experience sampling methods (ESM) (Hektner et al., 2007). These methods allow participants to provide immediate feedback on their experiences as they engage with the metaverse, reducing their reliance on retrospective recall and capturing real-time insights. ...
Purpose
The synchronous interactivity in the metaverse afforded copresence, the feeling of being together with other users. Applying the flow theory, this study examines how copresence improves the subjective well-being of users through flow and escapism.
Design/methodology/approach
An online self-administered survey of 212 US adults who are currently using metaverse platforms is conducted. The collected data are analyzed by SPSS 27.0 for descriptive statistics and reliability analysis. AMOS 27.0 is employed for the confirmatory factor analysis. The bootstrapping analysis via the PROCESS Macro is used to analyze the mediating and moderating effects.
Findings
The results find that copresence, flow, and escapism improve the subjective well-being of metaverse users. A serial mediation analysis reveals that the influence of copresence on subjective well-being is mediated by flow and escapism. Additionally, the impact of escapism on subjective well-being is moderated by self-expansion.
Originality/value
The findings contribute to the metaverse literature and the industry by highlighting the role of copresence in improving user experience and subjective well-being.
... Requesting participants to complete ESM questionnaires concerning their activity, thoughts, reflections, perceptions, feelings, and responses to everyday stimuli removes the issues so prevalent in the "pharmaceutical model" (Sloboda, 2005). Primarily, it reinforces ecological validity by allowing a naturalistic engagement with stimuli, rather than participants encountering stimuli within a laboratory or overly restrictive or non-naturalistic conditions (Hektner et al., 2007). ESM does bring with it some pitfalls, particularly concerning the subjective rating of experience. ...
Advances in portable music listening technology have increased the extent to which music is integrated into everyday life, providing it with the ability to accompany listeners at any time, anywhere. Previous research has attempted to understand and parse the functions of music listening (FML). However, there is a tendency for subsequent models to be oriented towards purely cognitive domains (e.g., mood regulation), without considering the impact that contexts may have on lis-teners' experiences. Rarely do such models provide a unified construct that captures the breadth of functionality more broadly (i.e., contextually-determined utility). In this study, we employed a mixed-methods exploratory approach to initially assess FML qualitatively through bibliometric analysis and a comparative experience sampling method (ESM) study, resulting in an exhaustive model of FML with 53 distinct functions. Following this, a list of 114 items intended to reflect the content of these functions was generated. This reflected the conceptual content of the qualitative model. These items were rated through an online survey, leading to dimension reduction through factor analyses. Exploratory factor analysis (EFA) implied a latent construct across five dimensions to explain the resulting underlying construct of FML (Identity and Social Bonding, Emotion Regulation, Focus and Concentration, Background and Accompaniment, and Physiological Arousal). This was subject to model constraints through confirmatory factor analysis (CFA) in which a measure containing 23 items based on the stabilized EFA was fit. The five-factor model was a good fit for the observed data, presenting a latent structure of utilitarian FML generated from the previously identified qualitative framework. This article concludes with suggestions regarding the potential re-application of this model to ecologically valid data to cross-validate this psychometric structure in future work.
Using an intensive longitudinal design, we examined the development of students’ weekly interest, competence beliefs, and belonging across a single semester of general chemistry 1 (N = 694). We also examined race, gender, first-generation status, and the modality of viewing lectures as predictors and final chemistry interest, final exam scores, and persistence to general chemistry 2 as outcomes. Latent growth curve models indicated declines in all three weekly motivational beliefs. Next, we found that students who always viewed the lectures in-person, compared to those who sometimes viewed the lecture online and sometimes in-person, had higher initial levels of weekly interest and had slower declines in competence beliefs. Women had lower initial levels of weekly belonging, but slower declines throughout the semester compared to men. Finally, we found that students who reported higher initial weekly interest, competence beliefs, and belonging, and who had slower declines in those beliefs reported higher final chemistry interest. Those with higher initial levels of weekly interest and belonging and those with slower declines in competence beliefs and belonging had higher final exam scores. Finally, those with slower declines in weekly interest, competence beliefs, and belonging were more likely to persist to general chemistry 2. Results suggest that individual factors like gender and lecture modality significantly predicted motivational beliefs. Additionally, these motivational beliefs are strong predictors of academic outcomes, including final exam scores and persistence in the course sequence.
Researchers have identified that sport emotions are interpersonal and can be transferred between a team and its members. However, studies examining the transfer of emotions across different phases of competition are limited. Consequently, the present study examined the cross-sectional, autoregressive (stability), and cross-lagged (bidirectional) relationships between collective and group-based emotions over three consecutive football matches, whilst controlling for the performance outcome. Competitive female football players (N = 47, Mage = 20.06 years; SD = 1.67) completed a sport emotion questionnaire before and immediately after a match for three consecutive games. Players also completed a perfectionism towards teammates questionnaire one week prior to data collection at football matches. Bayesian dynamic structural equation modeling revealed that collective emotions were associated with group-based emotions pre-game, but this was the case only for positive emotions. In addition, perfectionism towards one’s teammates was associated with group-based emotions at pre-game assessment. Emotions experienced at pre-game assessment were relatively stable at post-game assessment. Finally, collective emotions at pre-game assessment predicted group-based emotions at post-game assessment. It would appear that while the performance outcome strongly shapes players’ group-based emotions following football matches, pre-game collective emotions may offer earlier indications of the likely intensity of an individual’s group-based emotional response post-game; particularly when those emotions are negative.
In the era of Social Entrepreneurship Education (SEE), it is found that there is no scientifically developed and contextual SEE framework for understanding needs of the society. In this context, this paper contributes in preparation of such a framework for the curriculum of Social Entrepreneurship Education (SEE). It is based on a literature survey and feedback from social entrepreneurs. This framework considers both the practical and academic aspects. This study is designed to explore the competencies, practical and field aspects of curriculum for SEE along with the proposed framework. In this research, a mixed methods approach is used. Literature survey and primary data of both quantitative and qualitative nature were used to provide a unified understanding of this research problem. In this study, researchers have contended that project-based and experiential learning is an effective method for the delivery of SEE. This curriculum framework can fill lacunas those came out in survey with interviewing the social entrepreneurship functionaries of rural and urban area. Practice based curriculum is found useful to empower social entrepreneurs. Various methodical ways of advanced thinking processes can be applied further in this research. Research output addresses and gives more importance to practical aspects, faced by the social entrepreneurs. It also gives light on the effect of policy implications. It gives framework with consideration of field aspects faced by the social entrepreneurs with curriculum for the capacity development. literature survey and primary collected field data and its analysis gave new insight to address the identified problems faced by the social entrepreneurs.
Background
The wide use of smartphones offers large-scale opportunities for real-time data collection methods such as ecological momentary assessment (EMA) to assess how fluctuations in contextual and psychosocial factors influence parents’ feeding practices and feeding goals, particularly when feeding children with high food approaches.
Objective
The main objectives of this study were to (1) assess parents/caregivers’ compliance with EMA procedures administered through a smartphone app and (2) estimate the criterion validity of the EMA to capture children’s eating occasions and parents’ feeding practices. Participant adherence, technological challenges, and data quality were used to provide an overview of the real-time dynamics of parental mood, feeding goals, and contextual factors during eating occasions.
Methods
Parents in the United Kingdom with a child aged 3 to 5 years who exhibit avid eating behavior were invited to participate in a 10-day EMA study using a smartphone app. Of the 312 invited participants, 122 (39%) parents initiated the EMA study, of which 118 (96.7%) completed the full EMA period and the follow-up feasibility and acceptability survey.
Results
Of those parents who completed the EMA study, 104 (87.4%) parents provided at least 7 “full” days of data (2 signal surveys and 1 event survey), despite 51 parents (43.2%) experiencing technical difficulties. The parents received notifications for morning surveys (69.9% response rate), 3 daily mood surveys (78.7% response rate), and an end-of-day survey (84.6% response rate) on each of the 10 days. Over the EMA period, a total of 2524 child eating/food request surveys were self-initiated by the participants on their smartphones, an average of 2.1 times per day per parent (SD 0.18; min=1.7, max=2.3). The majority of parents felt that the surveys made them more aware of their feelings (105/118, 89%) and activities (93/118, 79%). The frequency of daily food requests estimated by parents at baseline was significantly correlated with the frequency of food requests reported daily during the EMA period ( r =0.483, P <.001). However, the number of daily food requests per day estimated at baseline (mean 4.5, SD 1.5) was significantly higher than the number of food requests reported per day during the EMA period (mean 3.7, SD 1.1), ( t 116 =18.8, P <.001).
Conclusions
This paper demonstrates the feasibility of employing EMA to investigate the intricate interplay between parental mood, feeding goals, contextual factors, and feeding practices with children exhibiting an avid eating behavior profile. However, the use of EMA needs to be carefully developed and tested with parents’ involvement to ensure successful data collection.
Emotions in language education have seen an upsurge in attention from researchers in recent years, a so-called ‘emotional turn’ (White, 2018). As understandings expand about the nature and role of emotions among language teachers and learners, the need for more nuanced and complexified research approaches arises. One salient characteristic of emotions is their dynamism meaning that they are not static but change across time and place (Schutz et al., 2016). However, despite this dynamic nature of emotions, most studies in both general education and language education use cross-sectional research which implies a more static view of emotions (Pekrun & Stephens, 2012; Plonsky et al., 2022). This does not allow for an exploration of the dynamism of emotions across time or place. To better accommodate research on the dynamics of emotions, researchers need to employ methodologies that capture temporal and context-sensitive aspects of emotions. In this chapter, we explore four innovative and exciting methodologies which have rich potential for offering new insights into the dynamic, complex, and situated nature of emotions: the idiodynamic method, experience sampling method, photovoice, and latent growth curve modeling. We describe each method briefly and review an illustrative previous study in order to highlight the strengths, potential innovation, and the caveats and cautions in using these methods.
No literature so far explores gender variability at the day‐to‐day, within‐person level, to what extent aspects of the social context impact this variability, and to what extent transgender, gender non‐conforming, and cisgender people experience this variability similarly or differently. This project explores the potential that ambulatory assessment methods hold for the empirical study of daily gender variability. A review of strengths and limitations of common ambulatory assessment methods is presented, and considerations for how to employ these methods for studying daily gender variability are discussed. Based on this review, and experience studying similar constructs using the methods herein described, we propose that self‐report‐based ambulatory assessments, such as daily diaries and/or experience sampling, may be particularly suited for capturing day‐to‐day variability in aspects of gender identity and that observational ambulatory assessments, such as the Electronically Activated Recorder or wearable cameras/sensors, may be particularly suited for capturing day‐to‐day variability in aspects of gender expression. When used in tandem, these methods can allow the study of daily gender variability jointly from the “inside out” perspective of the agent, and from the “outside in” perspective of the observer. In addition, mixed‐method qualitative elements such as open‐ended descriptions of momentary gender‐related experiences can be incorporated. Ambulatory assessment methods can help researchers better understand gender at the level of daily, within‐person variability.
This chapter discusses the affordances and transportability of educational video games. Scholars and educational psychologists have recognized that playing challenging educational video games requires complex problem-solving, the acquisition of knowledge, and application of new skills. We report on the results of a 4-year study evaluating the extent to which a video game approach to undergraduate engineering education increased student engagement and learning, as well as the extent to which it was transportable to other engineering courses and universities. The studies highlight some unique affordances of educational video games for real-life learning. At the same time, they also suggest that the benefits do not lie in the educational technology alone, underscoring the vast importance of ongoing technological support, adaptability supports, student supports, and especially, teacher professional development when an instructor attempts to implement sophisticated technologies to teach complex content.
Az elmúlt néhány év pandémiás helyzetének is köszönhető, hogy a wellbeing (szervezeti jóllét) jelentősége felértékelődött a gyakorlatban. A tanulmány célja annak bemutatása, hogy a holisztikus megközelítést alkalmazó „GNH of Business” módszertana alkalmazható hazai feltételek között, és segítségével kimutathatók azok az indikátorok, melyek a legnagyobb mértékben befolyásolják a munkatársi elégedettség, wellbeing érzését, összességében a szervezeti boldogságot. A kvantitatív kutatásban 773 magyarországi szervezet vett részt. A „GNH of Business” módszertanán túl statisztikai elemzéseket végeztek a szerzők (klaszteranalízis, logisztikus regresszió, diszkriminanciaanalízis). Az eredmények azt mutatják, hogy a vizsgált szervezetekben a munkavállalók boldogságszintje az átlag alatt van, elsősorban az „életminőség” és a „pszichológiai jóllét” területek miatt. A bizalmon alapuló szervezeti kultúra és a munka – magánélet egyensúlya, amely hosszú távú biztonságot, folyamatos fejlődést és a nyugdíjba vonulásra való felkészülést biztosítja, a fenntartható szervezeti működés és a munkavállalók jóllétének záloga.
Ecological momentary assessment (EMA) is a research approach that gathers repeated, real-time data on participants' experiences and behaviors in their natural environments. This method, also known as experience sampling method (ESM), ambulatory assessment, or real-time data capture, aims to minimize recall bias and capture the dynamic fluctuations in thoughts, feelings, and actions as they unfold in daily life.
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