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The future of flow in optimal experience: Psychological studies of flow in consciousness
... Flow theory [26] was applied in gamification research in order to explain possible positive effects of gamification on participants [39] - [41]. The flow is an "optimal experience" that is associated with immersion into an interesting activity, happiness and enjoyment [26, p. 24]. ...
... The flow is per definition linked to engagement, since it is impossible to experience the flow without immersing into the certain activity [26]. Engagement is defined as a condition in which people "express themselves physically, cognitively, and emotionally during role performance" [3, p. 694]. ...
... The third aspect which may be varied in the future research is the operationalization of team members' engagement. In the present study, psychometric and behavioral measurements were applied based on previous research [26], [52]. Since engagement was shown to correlate positively with the participants' performance [4], using a performance measurement as a practically relevant proxy variable for participants' engagement also can be of interest. ...
A new method supposed to increase team members' engagement during teamwork is gamification. Due to the novelty of gamification, its possible effects on team members' engagement were not fully investigated yet. The present study aims to reduce this research gap and to test an assumption based on flow theory that gamified teamwork increases participant's engagement. Engagement was operationalized as the speaking time and the turn-taking frequency during a discussion. 139 students divided in 57 teams were asked to imagine themselves to be a management team of a young, innovative enterprise. 29 teams were randomly assigned to the experimental and the rest to the control condition. All teams completed the task to generate solutions for the problems presented in a case study, while their discussion has been recorded. Surprisingly, no differences in engagement were found between the experimental and the control condition. The findings and limitations are discussed.
... Las estrategias cognitivas se refieren a cómo se procesa la información para una mejor codificación, retención y recuperación, lo que finalmente conduce a la concentración en la tarea. La concentración es una característica importante de la experiencia de flujo (Massimini et al., 1988). Las estrategias metacognitivas vinculadas al control del proceso cognitivo, también se relacionan con la sensación de control en la experiencia de flujo (Lee y Choi, 2013). ...
... Las estrategias metacognitivas vinculadas al control del proceso cognitivo, también se relacionan con la sensación de control en la experiencia de flujo (Lee y Choi, 2013). En la experiencia de flujos, se considera esencial que el individuo perciba una sensación de control (Delle Fave y Massimini , 1988), esto es, que el estudiante perciba que tiene el control de sus acciones y su interacción con el entorno en el que opera (Koufaris , 2002). Lee (2001) mostró una relación positiva y significativa entre el uso de estrategias de aprendizaje y la experiencia de flujo en estudio realizado en entorno universitario. ...
... La relación causal encontrada entre las estrategias de aprendizaje y la experiencia de flujo coincide con la de otras investigaciones previas (Csikszentmihalyi, 2013, Sternberg y Davidson, 1995. En los estudios previos, se señala que los procesos de aprendizaje favorecen la concentración en la tarea y la concentración es una característica importante de la experiencia de flujo (Massimini et al., 1988), y que el uso de estrategias de aprendizaje se relacionan positivamente con la experiencia de flujo, en concreto, con estrategias metacognitivas y procesos cognitivos profundos (Lee, 2001). Nuestros resultados van en esa misma dirección. ...
... The specific goals of this research are: (i) to analyze the impact of flow state on consumer responses (intention to visit a physical store and intention to recommend the store); (ii) to analyze the moderating role of the use of Voice Assistants in the effect of the flow state experience on consumer responses to the store. Drawing from the Media Richness Theory and Flow Theory (Csikszentmihalyi, 1988), we argue, H1. Consumer flow state is greater in a VR store than in a website store. ...
... These factors may also have the indirect benefit to the consumer in making the shopping process more efficient and pleasurable. This research also extends flow theory (Csikszentmihalyi, 1988). ...
... Furthermore, creativity has been defined as the highest expression of new ideas, flexibility of perspectives, and the ability to combine unrelated concepts in different ways, avoiding common paths [3,4]. Much has been written about creativity from different social, psychological, developmental, cognitive, and historical perspectives, and several theories have been proposed from these perspectives [5][6][7][8][9][10]. However, little is still known about the brain mechanisms underlying creative thinking, especially in children. ...
... EEG studies are usually analyzed in terms of electrophysiological frequency band oscillations, which are categorized into delta (1-3 Hz), theta (4)(5)(6)(7)(8), alpha (8)(9)(10)(11)(12)(13), beta (12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25), and gamma bands. There is evidence that delta waves are related to resting sleep [26] and may play a role in cognitive processes such as decision making and attention [27]. ...
The present research aims at examining the power spectrum and exploring functional brain connectivity/disconnectivity during concentration performance, as measured by the d2 test of attention and creativity as measured by the CREA test in typically developing children. To this end, we examined brain connectivity by using phase synchrony (i.e., phase locking index (PLI) over the EEG signals acquired by the Emotiv EPOC neuroheadset in 15 children aged 9- to 12-years. Besides, as a complement, a power spectrum analysis of the acquired signals was performed. Our results indicated that, during d2 Test performance there was an increase in global gamma phase synchronization and there was a global alpha and theta band desynchronization. Conversely, during CREA task, power spectrum analysis showed a significant increase in the delta, beta, theta, and gamma bands. Connectivity analysis revealed marked synchronization in theta, alpha, and gamma. These findings are consistent with other neuroscience research indicating that multiple brain mechanisms are indeed involved in creativity. In addition, these results have important implications for the assessment of attention functions and creativity in clinical and research settings, as well as for neurofeedback interventions in children with typical and atypical development.
... Flow is described as a holistic sensation that people feel when they act with total involvement (Csikszentmihalyii and Csikszentmihalyii, 1992;Csikszentmihalyii and Rathunde, 1990;Samar et al., 2017). Such condition is defined as a total enthusiasm for one's conduct that entails an unawareness of oneself, an innate pleasure and an evident level of environmental sustainability. ...
... Such condition is defined as a total enthusiasm for one's conduct that entails an unawareness of oneself, an innate pleasure and an evident level of environmental sustainability. (Csikszentmihalyii and Csikszentmihalyii, 1992;Hoffmann and Novak, 1996). The theory of flow has been extended to Hoffmann and Novak (1996), by examining its applications on digitised microcontroller platforms. ...
The purpose of this research work is to investigate consumer behaviour towards continuance use of m-shopping applications. The current research comprises sample of 401 users working in education sector. The research model is evaluated by applying structural equation modelling. Findings revealed that expectation confirmation theory, brand-awareness facets and flow theory are positively associated to user satisfaction. Similarly, the user satisfaction is positively associated to the continuance intention to use m-shopping apps. This research has revealed substantial explanatory power of 82.6% towards continue use of m-shopping applications. Furthermore, analysis of the importance performance matrix shows that satisfaction and expectation-2 S. Rahi et al. confirmation are the most essential elements in determining user intentions to continue using m-shopping apps. This research is unique as it combines factors underpinned flow theory, brand facets and expectation confirmation model to investigate user continuance behaviour to use m-shopping apps.
... According to Csikszentmihalyi (1991) and Csikszentmihaly and Csikszentmihalyi (1988), to really understand what flow is and how it emerges, a number of other concepts have to be addressed. During the millennia of human evolution a system has been created that gives humans their autonomy. ...
... In this research we are interested in small scale, evolutionary planned change. There are several books on strategies for change, but most of these give specific steps on how to create conditions for change and on how to implement it (like Kotter & Schlesinger, 1986or Kotter, 1996, or discuss specific approaches (like Organization Development in Cummings & Worley, 2005). For the issue of developing strategic momentum we are rather interested in the basic principles of such interventions, to be used in developing specific ones for the issue at hand. ...
Using design science research to develop a solution concept (the causal model of strategic moment) for a field problem (How can a virtual R&D project team become more effective, although it has to be managed from a distance?).
... By adapting the context complexity to the inferred mental complexity of the player, so that incongruity is at a constant, balanced level, the player should continually experience interest. This is also known as "flow" (Csikszentmihalyi & Csikszentmihalyi 1988). ...
In this paper we discuss our work on using the incongruity measure from psychological literature to scale the difficulty level of a game online to the capabilities of the human player. Our approach has been implemented in a small game called Glove.
... Diğer bir ifadeyle akış deneyimi, iş yerini ve işini özümseme, işinden keyif alma ve içsel motivasyon ile karakterize edilen yoğun ama kısa bir pozitif deneyim olarak belirtilmektedir (Bakker, 2008). Akış deneyimi üzerine yapılan çalışmalar, altmışlı yılların ortalarında sanatçıların motive olmaları için çok az dışsal ödüllere (para, tanınma, ün vb.) sahip olabildikleri halde işlerini bitirince eserlerini (resim, heykel vb.) bir kenara bıraktıklarında onlara olan ilgilerini ve motivasyonlarını kaybettiklerinin altında yatan sebepleri araştırmak amacıyla başladı (Csikszentmihalyi, 1988). Bu durum, Maslow'un Motivasyon Hiyerarşisi Teorisinde bir motivasyon türü olan "kendini gerçekleştirme", "içsel motivasyon" ve "kendini ödüllendirme motivasyonu" bu durumu kısmen açıklamış ve akış teorisinin temellerini oluşturmuştur. ...
Örgütler, değişen ve gelişen çevre içerisinde sürdürülebilir rekabet avantajı yakalamak, proaktif davranabilmek, yenilik yapabilmek ve hayatta kalmak için kendilerini ve çalışanlarını çevre şartlarına uyumlu hale getirmeli, stratejiler geliştirmeli ve bunu sürdürülebilir kılmalıdırlar. Örgütlerin tüm bu değişim ve gelişimlerle mücadele edebilmeleri için iki kavram önemli hale gelmektedir. Bunlar, iş becerikliliği ve akış deneyimi kavramlarıdır. İş becerikliliği, bireylerin işlerini yaparken bazı eklemeler ve çıkarmalar yapması, işlerinin şeklini ve etkinliğini değiştirerek farklılıklar veya kazanımlar yaratması olarak tanımlanmaktadır. Akış deneyimi, bireyin içinde bulunduğu faaliyete tamamen odaklandığı, zevk aldığı ve çevresinde meydana gelen faaliyetleri istemeyerek görmezden geldiği bir bilinç hali olarak tanımlanmaktadır. Bu çalışmanın amacı, iş becerikliliğinin akış deneyimi üzerindeki etkisinin incelenmesidir. Bu amaç çerçevesinde araştırma verileri, Afet ve Acil Durum Başkanlığı (AFAD) Karadeniz Bölgesi İl Müdürlüklerinde görev yapan 548 çalışandan anket tekniği ile toplanmıştır. Araştırma verileri faktör ve güvenirlik analizi, korelasyon analizi ve çoklu regresyon analizi ile test edilmiştir. Araştırmanın bulguları kapsamında; iş becerikliliğinin (görev becerikliliği, ilişkisel beceriklilik, bilişsel beceriklilik) akış deneyimi üzerinde pozitif ve anlamlı bir etkisinin olduğu görülmektedir. İş becerikliliğinin akış deneyiminin alt boyutları olan “dalma”, “işi sevme” ve “içe dönük çalışma motivasyonu” üzerinde pozitif ve anlamlı bir etkisinin olduğu tespit edilmiştir.
... The economic and strategic importance of such collaboration is evident in the increasing research interest in notions like 'tacit knowledge' (Nonaka & Takeuchi, 1995;Polanyi, 1967), 'thick knowing' (Geertz, 1983), 'flow' (Czikszentmihalyi, 1988), or 'bricolage' (Harper, 1987). Polanyi's 'knowing more than we can say' also means 'more than we can theorize'. ...
Strategizing implies making agentic choices in some middle ground between un-analyzable free will and agency-denying determinism. Paradoxically, neither view can capture the strategist’s situation or process. So how are strategy theorists approach agency? In our opening sections, we review the mainstream literature and find seven main arguments or tracks. Five, by improving methodological accuracy and reducing variance, effectively throttle or deny the strategist’s agency. The two other tracks offer agency an ontological or epistemological place in the analysis but underplay the synthetic nature of the strategist’s practice. In our final sections, we treat strategizing as handling the practice-based constraints to the strategist’s agency. A positivist approach makes little sense here for ex definition strategy supposes a finite option-space into which the strategist’s agency is ‘thrown’. Practitioners focus on their choices within this space rather than on the application of a generalized ‘theory of strategy’. There is little new here; but analyzing it means moving away from causal modeling and towards exploring the options remaining after all reasonable determining causes have been identified - leaving the strategist with the under-determined middle ground s/he ‘synthesizes’ from incommensurable theories and empirically justified heuristics. Concluding, we propose a novel track of theorizing for those strategists seeking to engage their agentic capabilities rather than theorizing about agency as a component of a rigorous academic model.
... With relation to the popular concept of flow [24,25] as studied in the context of general functioning [26], an optimal learning experience is defined as a "psychological mental state of a person who is immersed in an activity with energized concentration, optimal enjoyment, full involvement, and intrinsic interests, and who is usually focused, motivated, positive, energized, and aligned with the task at hand" [27]. A four-dimensional model to describe the experience of flow in educational contexts has been proposed [28]: ...
Digitization in teacher education is currently being promoted, but the choice between face-to-face instruction and online learning environments remains challenging. Previous studies have documented ambivalent results regarding personal preference and academic achievement, and experimental investigations into attention comparing learning in these two settings are largely lacking. In this context, the present study adopts a counterbalanced design to compare different dimensions of student experience of flow in face-to-face settings and online learning environments. Two groups of students in teacher-training programs (n = 37) completed an EduFlow questionnaire at the end of the same interactive courses in the two different settings. The results indicate globally lower attention and engagement in the online environment, suggesting that in-person instruction induces better cognitive absorption, greater time transformation, and a stronger autotelic experience. While the findings represent a contribution to the discussion on how to best design online education, more research is needed to identify the specific mechanisms regarding attention and motivation that can impact flow in these two environments.
... Ce stress prendra la forme d'un eustress si l'individu a le sentiment subjectif d'avoir du pouvoir sur le cours des événements, s'il croit disposer des moyens pour s'adapter comme il le souhaite, s'il croit disposer de pouvoir. Cet état d'eustress peut procurer du plaisir et provoquer le « flow » décrit par les psychologues positifs Csikszentmihalyi(Csikszentmihalyi et Csikszentmihalyi 1992). Ce stress prend la forme d'un distress si l'individu a le sentiment qu'il n'a pas ou peu de pouvoir sur le cours des événements, s'il considère qu'il n'a probablement pas les moyens de répondre au stresseur. ...
À une époque où l’épanouissement personnel constitue un enjeu central dans nos différentes sphères de vie, le travail est pourtant régulièrement présenté comme source de stress, de risques psychosociaux voire de burn-out. En prenant appui sur le personnel international humanitaire, aussi appelé « expatrié », de l’organisation « Médecins Sans Frontières » (MSF), cette thèse étudie l’insatisfaction, entendue ici comme l’ensemble des expériences ou des émotions jugées négativement par l’individu. Sur la base d’une cinquantaine d’entretiens réalisés sur le terrain et d’une observation participante en tant qu’« expatrié » lors de dix missions humanitaires sur quatre continents, cette recherche ouvre plusieurs perspectives. Elle offre non seulement une vision, de l’intérieur, d’un secteur en mutation (croissance de la proportion d’expatriés issus du Sud, multiplication des critiques internes et externes, étiolement de l’engagement au profit de la professionnalisation), mais elle interroge en même temps les ressorts sociaux du processus émotionnel. L’insatisfaction, en l’occurrence la « frustration » du personnel international humanitaire, est communément décrite comme un écart entre des attentes et la survenue d’événements. Grâce à l’étude successive des tensions inhérentes au fonctionnement de MSF, des parcours de vie des « expatriés », puis de l’interaction entre ces individus et l’organisation, cette recherche défend la thèse suivante : quel que soit l’écart entre attentes et survenue d’événements, l’insatisfaction ou non d’un individu est d’abord le reflet de sa confiance dans l’entité jugée responsable, c’est-à-dire de sa reconnaissance des légitimités et des rapports de domination en jeu.
... The notion of flow refers to an individual's experience of an activity in which they are intensely involved (Csikzentmihalyi & Csikzentmihalyi, 1988;Helme & Clarke, 2001). It is therefore associated with the highest degree of control, enjoyment of activities that are within the limits of an individual's capacity, and dynamic balance between the challenge of the task and the individual's skill level. ...
The purpose of this qualitative research study was to explore learners’ cognitive engagement when responding to a Euclidean Geometry task. Through the interpretivist approach, this single-case study was conducted in a public secondary school within the Pinetown District.
Thirty-four learners in Grade 10 doing Mathematics were purposeful selected as
respondents. The objective was to identify their exhibited cognitive engagement when
presented with a task on a Euclidean Geometry concept, using social cognitive learning
theory. This theory took into account learners’ behavioural action during their engagement
with the task. The constructs of the social cognitive theory were then matched against the cognitive engagement behavioural indicators. Additionally, the social cognitive theory
framework assisted procedurally in generating data, and in data analysis. To generate data analysis, a task on Euclidean Geometry was given to all 34 learners for cognitive
engagement. In addition, using a structured observation schedule and conducting semi-structured interviews among the respondents resulted in three data collection instruments used to generate data. In the process, cognitive engagement concepts, such as persistence, willingness, and motivation were among the indicators used.
Using the NVivo computer software, through coding and mixed content analysis, data was coded and analysed. Interestingly, for the learners who performed well in the task, they exhibited more behavioural indicators for cognitive engagement than those who performed to the least degree. That is, learners who performed well in the tasks remained persistent, motivated and willingly engaged with the task. These results suggest that when learners remain cognitively engaged in their learning of Euclidean Geometry, better academic performance is expected.
This may improve their academic performance, thus meeting the aims of the National
Development Plan Vision 2030 towards improving mathematics education. The study
recommends that, for learners to perform better in Euclidean Geometry, they ought to be
cognitively engaged in their learning.
... The concept of flow experience was first proposed by Csikszentmihaly, In 1995, Csikszentmihaly defined it from nine dimensions: clear goals, timely feedback, the balance between challenges and skills are the conditional factors for the occurrence of cardiac flow experience, high concentration of attention, loss of self-consciousness, sense of control, distortion of time, integration of action and experience and the purpose of experience itself [8]. With the birth of IT and the popularization of its application, flow experience has been widely used by Webster et al. from the perspective of website interaction [9], Jiang Shen discussed the influence of flow experience as an intermediary on consumer behavior [10]. ...
... Flow is experienced in a broad array of different problem solving situations from artistic activities , to athletics (Jackson et al., 1998(Jackson et al., , 2001, computer programming, video gaming (Harmat et al., 2015), and many occupational activities. According to Csikszentmihalyi (1988), any activity, mental or physical, can produce flow as long as it is a challenging task that demands intense concentration and commitment, contains clear goals, provides immediate feedback, and is perfectly matched to the person's skill level. A flow state ensues when one becomes so deeply focused on a task that all else disappears. ...
This review paper provides an integrative account regarding neurophysiological correlates of positive emotions and affect that cumulatively contribute to the scaffolding for positive emotions and wellbeing in humans and other animals. This paper reviews the associations among neurotransmitters, hormones, brain networks, and cognitive functions in the context of positive emotions and affect. Consideration of lifespan developmental perspectives are incorporated, and we also examine the impact of healthy social relationships and environmental contexts on the modulation of positive emotions and affect. The neurophysiological processes that implement positive emotions are dynamic and modifiable, and meditative practices as well as flow states change patterns of brain function and ultimately support wellbeing are also discussed. This review is part of “The Human Affectome Project” (http://neuroqualia.org/background.php), and in order to advance a primary aim of the Human Affectome Project, we also reviewed relevant linguistic dimensions and terminology that characterizes positive emotions and wellbeing. These linguistic dimensions are discussed within the context of the neuroscience literature with the overarching goal of generating novel recommendations for advancing neuroscience research on positive emotions and wellbeing.
... 4). In this sense, flow incorporates three dimensions namely absorption, enjoyment, and intrinsic motivation (Csikszentmihalyi and Csikszentmihalyi 1988). On this basis, Bakker (2008) applied the construct of flow to work by defining work-related flow as a "short-term peak experience at work that is characterized by absorption, work enjoyment and intrinsic work motivation" (p. ...
Supervisor humor has been shown to be related to various employee outcomes. In this vein, prior research has demonstrated the positive role of supervisor humor in increasing employee job performance. However, little is known about the mediating and moderating mechanisms that explain this relationship. Addressing this gap, the present study develops and tests a moderated mediation model by highlighting work enjoyment as a mediator and suspicion about the supervisor as a moderator. Results from a sample of 190 employees working in a large retail organization showed that work enjoyment mediates the relationship between supervisor humor and subordinates’ job performance and, further, that this indirect effect is dependent upon suspicion of the supervisor.
... The flow state occurs when information processing matches the user's aptitudes and the task becomes a realizable challenge (neither too frustrating nor too boring). According to Csikzentmihalyi, the amount of information a human subject can process amounts to a bit rate of 126 bits/s (Csikzentmihalyi and Csikzentmihalyi, 1992), placing a higher bound on manageable cognitive load (which is modulated by the person's skills). This intrinsic motivation is mainly reported as "fun" by the video game player (Olson, 2010), associated with biological rewards with dopamine release in the ventral striatum (Lorenz et al., 2015). ...
This thesis aims at describing in detail the design, implementation and validation of cognitive brain-computer interfaces (cBCI). Chapter 1 introduces cBCI design and brain metastability. In Chapter 2, a specific cognitive function (Working Memory) is selected for the construction of a cBCI. In Chapter 3, we explore the use of spatio temporal properties of brain dynamics as biomarkers for cBCIs, and we address scientific questions concerning cognition-driven brain metastability. The BCI described in Chapter 2 continuously monitors Working Memory (WM) load in real-time. It relies on spectral properties of EEG as biomarkers. The applications may range from improved learning to security in industrial environments. To our knowledge, this represents the first cBCI research in which different key elements are included simultaneously: real-time tests, a cross-task, disentanglement of motor and cognitive confounders and neurophenomenological validation. In Chapter 3, we develop a data-driven framework for studying the spatio temporal structure of brain state switches under cognition, with two specific objectives. First, to identify and utilise patterns of brain activity elicited by cognition as descriptors in cBCIs. Second, to investigate how the brain self-organizes allowing different regions to engage and disengage in joint activity in a manner driven by cognition. Assuming brain metastability (in the context of statistical physics), we propose a set of local variables that are expected to be spatially and temporarily affected by cognitive states. We correlate these variables with cognitive conditions, such as high-WM load, Alzheimer disease, and positive emotional valence.
... In a series of 1-2 minute experiences, student viewed a scenic slide show, listened to a beautiful song, ate a fine chocolate, and received a short massage. After each experience they rated their mood on an experience sampling mood scale (Csikszentmihalyi & Csikszentmihalyi, 1988) and compared their current feelings to their baseline ratings from when class began. In sharing any shifts in their moods, students identified which experiences could serve as healthy microbreaks in their study schedule and daily life, helping them feel calmer or increasing positive mood. ...
This theoretical paper proposes threshold concepts for lifestyle change rooted in the premise that an occupational approach, or ‘doing,’ is central to creating more sustainable and effective wellness-promotion programs. Four threshold concepts are proposed: 1) tailoring interventions requires an understanding of occupational complexity from biological to socio-cultural levels and across the lifespan, 2) identifying ecological slots for lifestyle change requires examination of current occupational orchestration, 3) fostering effectual initiation and sustained lifestyle change should leverage the reinforcing nature of occupational participation/in-the-moment experiences, and 4) addressing the inertia/motivation to change balance is necessary to drive lifestyle change and overcome well-learned habits and routines. The application of these threshold concepts and supporting interdisciplinary evidence are illustrated in descriptions of the content and learning activities of the Living Well: Lifestyle balance and wellness promotion for college students course. It was designed to promote wellness at a critical occupational life stage addressing the complex occupational problems of youth transitioning to college.
... Among the characteristics that have been associated with the flow concept, the nine components proposed by Csikszentmihalyi (1988), which Chen et al. (1999) later classified into three stages, are noteworthy: antecedents (clear goals, quick and unambiguous feedback, skills/challenges balance), experience (merging of action and awareness, perceived control, concentration) and consequences (loss of self-consciousness, time distortion, autotelic experience). Later, other components, directly related to flow theory, were added, including telepresence, stemming from the Steuer's (1992) telepresence theory and enjoyment (e.g., Koufaris, 2002). ...
Dynamic business environments can cause unexpected disruptions that can force firms to embrace new ways of working. In such situations, salesforce change agility can be a key to success. However, scant research has examined the factors that promote the development of change agility, or the consequences thereof. We address these notable omissions by using a sample of 237 B2B salespeople to explore the effect of idiosyncratic deals on work absorption, change agility, behavioral performance, and sales performance. The findings indicate that a salesperson’s idiosyncratic work arrangements (i.e. Flexibility and Development Idiosyncratic Deals) enhance work absorption, which in turn increases salesperson change agility. Moreover, we find that while development idiosyncratic deals are positively related to change agility, flexibility idiosyncratic deals do not impact change agility. Finally, our analysis also shows that change agility is positively related to behavioral performance, with subsequent downstream effects on sales performance. Collectively, these findings offer a glimpse into the importance of agile behaviors as salespeople deal with the changes impacting the sales function.
In this chapter, several critical foci are discussed in relation to the book. In particular, the framework for the book, development and mathematical creativity, is outlined so that readers understand what is being discussed. Conceptions and constructs are elucidated in this chapter in theory presentation. Existing theories in creativity are discussed in relation to the proposed research topics. As well, factors related to development and mathematical creativity, and barriers that might impede it are mentioned. Finally, affect and conation are mentioned as factors that may play a role in the relationship between development and mathematical creativity.
Drugs both heal and destroy the human body and mind. Illegal drugs such as heroin, LSD, cocaine and marijuana were often celebrated as means to literary insight. In the 1960s drugs were used by the Beat writers, notably Allen Ginsberg, who referred to them in his poetry as a means to both political and spiritual insight. However, drugs also proved to be a dangerous and destructive addiction. This paper traces the awareness of the power of drugs in Ginsberg’s poetry creation, political stance and spiritual transcendence as well as the introspection of drugs in his late years.
Flow-enjoyed and fully absorbed engagement in meaningful and contextually bounded activities-is widely underutilised in psychotherapy and mental health settings. Two gold standard therapies, Acceptance and Commitment Therapy (ACT) and Dialectical Behaviour Therapy (DBT), while powerful and effective in many ways, would benefit from systematic models that move from initiating positive change to sustaining meaningful change. This chapter introduces 'Values-Flow'-an approach aimed at building commitment and sustainable engagement in psychotherapy and values-based behaviour in working adults struggling with sub-optimal functioning. We first introduce Values-Flow and describe how it may benefit psychotherapy skills practice in everyday life. Next, we discuss why Values-Flow is relevant and enhances the practice of ACT and DBT strategies, helping to sustain engagement and creative practice of values-based actions outside of sessions. We then describe the 'Values-Flow' framework, which incorporates VIVA (Virtue, Involve, Vital, Accepting) and ARIA (Attend, Reflect, Inform, Act) tools that develop commitment for values-based practice in daily life. We conclude with a case-example of how Values-Flow can build commitment and sustainable engagement in homework completion in psychotherapy.
Achieving the state of flow as the optimal experience is known to influence general personal well-being, help the learning process and improve solidarity with others, to name only a few of the many benefits of flow. Thus, educators often strive to have their students reach the state of flow in the classroom. The authors of this paper argue that working with educational robots can be a flow-inducing activity as it resembles structured play, and such play is one of the ways to achieve flow. The aim of the present study was to test flow-proneness and flow experience in extracurricular workshops on robotics. For this purpose, 37 early and middle adolescents involved in extracurricular robotics completed an online questionnaire on their flow-proneness and flow. The results show that the participants are both prone to experience flow in robotics and that they do experience it while working with educational robots. In the discussion the authors portray ways in which a teacher can help create a classroom environment in a robotics class that may help the learners reach the state of flow.
La interpretación musical es una actividad compleja a nivel motor, cognitivo y emocional que depende de una variedad de factores, no solo relacionados con la competencia musical. Los estados psicológicos pueden influir en el nivel de competencia artística, ya que pueden facilitar o impedir que los músicos intérpretes muestren su verdadero potencial musical. El desarrollo de habilidades de autorregulación dirigidas a suscitar la respuesta de Fluidez puede contribuir a mejorar la calidad de su experiencia durante la interpretación, aumentar la motivación intrínseca, y facilitar el compromiso con la actividad durante largos períodos de tiempo (importante para los logros creativos y artísticos). En las enseñanzas musicales parece fundamental el desarrollo de habilidades psicológicas que preparen adecuadamente a los músicos y estudiantes de música a afrontar los estresores específicos vinculados a las demandas de sus estudios y de su futura profesión. Pero, más allá de los beneficios específicos en la actividad profesional, el entrenamiento en habilidades psicológicas de autorregulación podría influir en su salud y bienestar general.
La teoría de la Fluidez se enmarca en la corriente de la Psicología Positiva, cuyo cuerpo de conocimiento ha ido en aumento desde el inicio del S. XXI. Desde esta corriente, la investigación científica se ha dirigido a comprender y construir aquellos factores que permiten que las personas, las comunidades y las sociedades prosperen. Los resultados del creciente número de investigaciones que han estudiado los efectos de aplicar la Psicología Positiva en diferentes ámbitos, muestran que la Psicología Positiva tiene una amplia base de evidencia que respalda su eficacia. Específicamente, la investigación sobre la experiencia de Fluidez ha aumentado durante los últimos años. La Fluidez “es un estado gratificante de profunda implicación y absorción que las personas experimentan cuando afrontan una actividad desafiante y perciben habilidades adecuadas para involucrarse” (EFRN, 2014)1. El fenómeno fue descrito por Csikszentmihalyi (1975)2 para explicar por qué las personas realizan actividades sin más motivo que la actividad en sí misma, sin recompensas extrínsecas, y, además, persisten en esas actividades.
La experiencia de Fluidez es una experiencia reconocida como una realidad fenomenológica por personas de todas las edades, género, estatus socioeconómico y muy diversas culturas; y se considera como un estado positivo de conciencia por todas ellas. La evidencia que se ha obtenido a través de décadas de investigación ha mostrado que la experiencia de Fluidez, entendida como una experiencia óptima, sucede cuando los desafíos que una persona afronta, así como las habilidades que tiene para involucrarse están en equilibrio y a partir de un cierto nivel (superior a lo que uno realiza de forma más cotidiana en la vida diaria). Aunque estas relaciones están en parte moderadas por otros factores, tanto situacionales, como personales. La evidencia empírica también muestra que la Fluidez se asocia al afecto positivo. Cuando las personas experimentan Fluidez en una situación, también tienden a ser felices después. En el contexto de actividades que ofrecen desafíos óptimos para las habilidades que posee una persona, es un estado que se ha asociado de forma positiva con el rendimiento. En parte, porque el estado de Fluidez, como estado intrínsecamente gratificante, conduciría a un mayor compromiso con la actividad a lo largo del tiempo.
En el ámbito de la música, existe una acumulación creciente de trabajos de investigación que han estudiado la Fluidez desde diferentes perspectivas. En el contexto de la interpretación musical, uno de los temas de mayor interés está relacionado con la contribución de la experiencia de Fluidez a la mejora de los síntomas de la Ansiedad Escénica Musical y a la mejora del rendimiento o calidad interpretativa. Para poder evaluar el estado de Fluidez en personas que interpretan música, pero también, para poder evaluar la eficacia de intervenciones dirigidas a desencadenar la respuesta de Fluidez, es necesario contar con un instrumento de medida del estado de Fluidez, validado en una muestra representativa de músicos intérpretes del Estado Español.
El hilo conductor de la presente tesis ha sido la medición del estado de Fluidez en el contexto de la música. En primer lugar, se realizó la adaptación al español y la validación del instrumento de medida del estado de Fluidez, cuyas propiedades psicométricas se analizaron con una amplia muestra de 486 músicos del Estado Español que tenían una relación consolidada con la actividad musical (tanto estudiantes, profesionales, como aficionados). En segundo lugar, se utilizó el instrumento para evaluar el estado de Fluidez en personas con Altas Capacidades Intelectuales cuando interpretan música. Este estudio se realizó como un estudio piloto, dado que no existe en la literatura un trabajo previo en el que se haya medido el estado de Fluidez en estas personas. En tercer lugar, se utilizó el instrumento para evaluar un programa de intervención específico de entrenamiento de habilidades de autorregulación psicológica diseñado para músicos intérpretes. El objetivo principal fue desencadenar la respuesta de Fluidez y el afrontamiento de la Ansiedad Escénica Musical durante la interpretación.
De los resultados obtenidos en los tres estudios se puede concluir, en primer lugar, que se dispone de una herramienta validada para evaluar el estado de Fluidez en músicos intérpretes. La validación de este instrumento puede tener implicaciones clínicas y educativas, ya que el uso del cuestionario permite identificar aspectos importantes de lo que facilita o inhibe una actuación musical o del mismo aprendizaje. También puede utilizarse para futuras investigaciones donde se desee medir la variable estado de Fluidez. En segundo lugar, los resultados del segundo estudio sugieren una relación entre las personas con altas capacidades, la experiencia de Fluidez, concretamente en la experiencia de la pérdida de la autoconciencia, y aspectos de la personalidad creativa. Los resultados también sugieren que las personas con altas capacidades podrían controlar mejor su atención, disfrutar más durante el aprendizaje y, por tanto, aprender mejor. Para finalizar, los resultados del programa de intervención mostraron que los músicos intérpretes que participaron en el programa aumentaron los niveles del estado de Fluidez y disminuyeron los niveles de Ansiedad Escénica Musical de forma estadísticamente significativa. Ello sugiere que los programas que contemplen en su diseño una combinación de todas las técnicas y métodos que se utilizaron en el programa y que provienen de la Psicología científica podrían ser útiles para tratar la problemática de la Ansiedad Escénica Musical o prevenirla; y, además, podrían facilitar el estado de Fluidez, un mayor disfrute durante la interpretación y potencialmente una mejor calidad interpretativa.
Se exponen las limitaciones y se señalan direcciones futuras de investigación.
1 EFRN, 2014: Red Europea de Investigadores de Fluidez (European Flow-Researchers’ Network)
2 Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Jossey-bass.
This article presents a model of play to distinguish the ethos of activities as part of a continuum between play, games, work, and threat. The key to determining the ethos of an activity is the discourse of the activity, and how an activity is communicated as a message (process & content of communication), the mood of the communication (how it should be interpreted), and consequence (what is at stake). These three discourse categories can be binaries, and presented as a spectrum based upon: coherence and ambiguity. The proposed model suggests that play can be measured across three axes presented as binaries based upon the degree of coherence and ambiguity. This model frames a method for distinguishing and designing for play in any medium.
The use of established and discipline specific theories within research and practice is an indication of the maturity of a discipline. With computing education research as a relatively young discipline, there has been recent interest in investigating theories that may prove foundational to work in this area, with discipline specific theories and many theories from other disciplines emerging as relevant. A challenge for the researcher is to identify and select the theories that provide the best foundation for their work. Learning is a complex and multi-faceted process and, as such, a plethora of theories are potentially applicable to a research problem. Knowing the possible candidate theories and understanding their relationships and potential applicability, both individually or as a community of theories, is important to provide a comprehensive grounding for researchers and practitioners alike.
In this work, we investigate the fundamental connections between learning theories foundational to research and practice in computing education. We build a comprehensive list of 84 learning theories and their source and influential papers, which are the papers that introduce or propagate specific theories within the research community. Using Scopus, ACM Digital Library and Google Scholar, we identify the papers that cite these learning theories. We subsequently consider all possible pairs of these theories and build the set of papers that cite each pair. On this weighted graph of learning theory connections, we perform a community analysis to identify groups of closely linked learning theories. We find that most of the computing education learning theories are closely linked with a number of broader learning theories, forming a separate cluster of 17 learning theories. We build a taxonomy of theory relationships to identify the depth of connections between learning theories. Of the 294 analysed links, we find deep connections in 32 links. This indicates that while the computing education research community is aware of a large number of learning theories, there is still a need to better understand how learning theories are connected and how they can be used together to benefit computing education research and practice.
Video games are often designed around puzzles and problem-solving, leading to challenging yet engaging experiences for players. However, it is hard to measure or compare the challenge level of puzzles in video games. This can make designing appropriately challenging puzzles problematic. This study collates previous work to present refined definitions for challenge and difficulty within the context of video games. We present the Puzzle Challenge Analysis tool which can be used to determine the best metrics for analysing the challenge level of puzzles within video games. Previous research has focused on measuring the difficulty of simple action video games, such as Pac-Man, which can be easily modified for research purposes. Existing methods to measure challenge or difficulty include measuring player brain activity, examining game features and player scores. However, some of these approaches cannot be applied to puzzles or puzzle games. For example, approaches relying on game scores will not work for puzzle games with no scoring system, where puzzles are either solved or not. This paper describes the design and development of the Puzzle Challenge Analysis tool using two case studies of commercial video games The Witness and Untitled Goose Game. The tool is also tested for generalisability on a third commercial puzzle video game, Baba Is You. This proposed tool can help game designers and researchers to objectively analyse and compare puzzle challenge and produce more in-depth insights into the player experience. This has implications for designing challenging and engaging games for a range of player abilities.
Game-based learning is an excellent way to build motivation in virtual environments. As instructional designers, we have used theories from education and game mechanics to design game-based learning in online higher education courses. In this chapter, we explain why game-based learning can be impactful and describe strategies for thinking like a pedagogue and a game designer simultaneously. First, we describe how Self-Determination Theory (SDT) can be leveraged to enhance the design of games and game elements in learning, and explain how SDT can be used to enhance students’ intrinsic motivation to learn. Then, we focus on the principles of game mechanics and gameplay as applied to online higher education, and review how game-based learning is currently being implemented in educational contexts. Last, we propose a way for educators to use motivational and pedagogical theory, as well as the principles of game mechanics and gameplay, to optimally include game elements into learning to enhance student motivation. At the end of this chapter, we describe two projects we worked on where we used the principles and methods outlined in this chapter to design game-based learning at a small scale (i.e., within a learning activity) and a large scale (i.e., within a full course) in online higher education.
Flow at work is thought to be a dynamic and contextually bounded experience. Its relevance to optimal human functioning is well documented. Although flow theory suggests a mutually reinforcing association between flow and strengths use, with support by cross-sectional and short-term studies, the inter-relationship of flow at work and strengths use prospectively over long time periods is unknown. Using data collected from a panel of school staff (N = 253) across five measurement occasions over a three-year period, the current study investigated the extent to which flow at work and strength use were mutually supportive cross-sectionally and prospectively. Although flow and strengths were correlated within each time point, flow was not predictive of strength use nor was strength use predictive of flow at subsequent time points. Results point to the complexities of understanding dynamic psychological processes over time, which may differ from short-term relationships. Implications for measuring and supporting wellbeing at work, while taking into account its dynamic nature, are considered.
Recent years have seen a growing research interest in the notion of directed motivational currents (DMCs) that defines highly intense motivational surges oriented to a much‐desired goal of personal significance. However, the learner characteristics that induce individual‐level variability in DMCs have yet to be explored. In particular, the role of personality in explaining variations in the DMC disposition remains empirically unresolved. The current study addresses this gap by looking at whether the five‐factor model (FFM) personality traits help explain variations in the DMC disposition among 172 Turkish undergraduate students majoring in teaching English as a foreign language (EFL) at a state university in Turkey. Data were gathered using the 50‐item version of International Personality Item Pool (IPIP) and the 12‐item DMC Disposition Scale. Multiple linear regression analysis showed that personality traits significantly predicted variability in the DMC disposition, together accounting for 42% of the variance. Conscientiousness and extraversion appeared as the strongest predictors. The findings in general bring preliminary insights into the learner characteristics that underlie individual‐level variability in DMCs, as well as having implications in particular for facilitating individual‐level DMC practices in the context of second/foreign language (L2) learning.
One of the critical challenges that faces societies today is how to educate children and young people to cope with the ever demanding contexts in which they live. This education must include the relationships and support that facilitate socio-emotional development. This writing explores the work of Pestalozzi, a pioneering pedagogue, who, over two hundred years ago, challenged the existing notions of schooling and educational practices. Basing his work on pedagogies of love and care, he instinctively knew and was committed to educational practices which have influenced many who came after him and have since been validated by neuroscience and research into child development and psychology. Pestalozzi’s work remains an exemplary, reminder of what is important in education for the holistic development and growth of children and young people as neoliberal agenda increasingly dominates educational systems prioritizing ‘head’ over ‘heart’ and ‘hand’ and eliminating the moral purpose of educating for democracy.
In artworks such as paper-cutting, it is important to combine the skill of the artist with the difficulty of the rough sketch to improve the skill. We developed a system to measure the distances and widths of cutting lines and patterning the pictures based on the steering law. We quantitatively evaluated the difficulty level of the pictures. We developed an interactive system to support the improvement of cutting pressure control, which is one of the skills for making paper-cutting. Furthermore, we analyzed users' psychological state when making a paper cutting based on the psychological flow state. The flow state is a highly focused state that tends to be shown when the user's skills balance with the difficulty of the task. On the other hand, since it is difficult to analyze skills and difficulty quantitatively, many researchers evaluate them by qualitative analysis. In this paper, we set "skill" as the cutting ability and "challenge" as the difficulty level of the picture. We evaluated the improvement of the user's skill and the flow state through quantitative analysis. We developed a questionnaire to evaluate the psychological state of a paper-cutting process based on the existing flow state questionnaire. In this paper, we describe the changes in skill improvement due to the combination of user skill and picture difficulty, with "skill" being the cutting ability and "challenge" being the difficulty of the picture.
Nearly five decades of neoliberal economic and education policies have created western societies defined by individualism and inequity. In the face of the global Covid-19 pandemic, amid devastating death tolls and fragmented government responses, these societies have proven ill-prepared to do the hard work to collectively combat the virus and support all of their citizens. This article explores the five Cs of neoliberal education (conservatism, commerce, conventions, competitiveness and conformity) and the caustic effects they have yielded. Further, the article posits that the pandemic has offered a once in a generation opportunity to rethink western schooling based on a new set of Cs starting with community and its antecedents of collaboration, compassion, care, creativity and criticality, voice and choice, conscience, conservation, commitment and capacity. Progressive school principals and the educators they lead have long railed against the status quo that marginalizes the talents of many students. These same educators will soon find themselves ensnared in a renewed ideological tug-of-war between neo-liberal forces and those hoping to humanize the unforgiving face of governmentality. The authors provide guidance to and assert that school principals must fully engage in this tug-of-war to leverage this terrible opportunity for meaningful change.
Perseverance has been deemed as a precondition of flow and serious leisure. Less is known about what generates perseverance in leisure activities. This chapter is aimed at exploring perseverance by focusing on social dancing among older people. The theoretical framework is primarily based on Hochschild’s and Collins’ emotion theories. Qualitative interviews with older dancers were analysed. The results suggest that both positive and negative emotions play an important role in shaping perseverance and the overall emotion of happiness in dancing. Successful interaction rituals create positive emotions and positive emotional energy. However, challenges are of importance as the negative emotions created can contribute to negative emotional energy which makes the interviewees endure hardships. The chapter contributes to research discussions about the role of emotions in leisure.
This article discusses a framework developed by Dörnyei, Henry and Muir (2016). Known as the Directed Motivational Currents (DMCs) framework, it takes a socio-dynamic viewpoint in which learner motivation and other characteristics of learners, the learning task and the specific learning context are considered to be dynamically intertwined. Given that the DMCs framework is relatively new, descriptions of it remain highly theoretical. This article aims to discuss it in an accessible way, particularly by pinpointing how it can be translated into teaching practice. This article appraises the DMCs framework both theoretically and empirically.
Objectives:
Flow states may explain motivation for continued participation in adventure recreation (e.g., skydiving, kayaking). This review aimed to identify what is known about of flow states that occur during adventure recreation.
Design
Systematic review following PRISMA guidelines.
Method:
A systematic search of 10 databases (e.g., SPORTdiscus, PsychINFO) yielded 93 potentially relevant articles out of 9468 screened titles and abstracts. A thematic synthesis approach was used to appraise and synthesise 20 empirical articles, which fulfilled a priori eligibility criteria.
Results:
The findings from this review are based on insights gathered from 1179 adventure recreation participants. Participants were rock-climbers, surfers, mountaineers, kayakers, skydivers, ski jumpers, and adventure racers. The synthesis resulted in four analytical themes: antecedents and inhibitors of flow, characteristics of flow, consequences of flow, and conceptual differences. Adventure recreation may provide opportunities to experience flow in a unique context. For example, this review found that flow experiences can be influenced through immersion in nature and a desire to control and reduce risk.
Conclusions:
A central finding of this review of research that spanned from 1975 to 2019 is that flow, in the context of adventure recreation, is currently more descriptive than explanatory. Furthermore, evidence for flow in adventure recreation relies extensively on correlational and qualitative designs. Recommendations for future research include making use of quasi-experimental designs and emerging technologies for measuring psychophysiological indicators of flow.
Keywords:
Adventure; Extreme sport; Csikszentmihalyi; Optimal state; In the zone; Clutch
The article discusses the correlation between the concepts of 'loss of meaning' (V. Frankl) and of 'estrangement' that describe similar phenomenology and reviews the theory of estrangement as of 'existential neurosis' (S. Maddi). The multidimensional concept of 'meaning reality' ontology makes it possible to regard meaningfulness of life and loss of meaning as phenomena of one's relationship with the world (A.N. Leontiev, S. Maddi, J. Nakamura and M. Csikszentmihalyi), whereas estrangement can be regarded as a category describing ontological foundations of subjective phenomenon of loss of meaning.
Despite the infusion of screen technologies, we hardly notice their properties as we commonly interact with them. Encounters with visual driven-networks occur through the screens orienting consumers toward visual data and information. Through physical interactions with the object and its surface, images move fastly. More than any contemporary object, screens have facilitated the proliferation of customized visual information. As the potential adaptability of screens as technology expands, the screen is evolving into new directions and applications in capturing consumers’ attention in the most attractive ways. Taking in account the current trends in which smartphones and tablets are at the forefront of marketing innovation and commercial applications, this paper aims to establish a conceptual relationship between smartphones screens affordances and the consumption of images. Based on the literature review, a theoretical framework and insights for future research on the topic of consumer behavior in screen culture are proposed.
This chapter grapples with some of the most fundamental questions of audiencing: What is going on when audiences engage or are engaged with performance? How important is the live element of audiences’ experiences? What kinds of experiences do audiences have when they engage with the performing arts? Which elements and phenomena characterise and differentiate these experiences from other kinds of experiences? Can audiences’ experiences be truly restorative or even transformative? The chapter offers a theoretical discussion of the nature of performing arts experiences before moving on to explore the relative agency that audiences have in engaging with performance. It then explores the phenomenology of audiency, including the roles that empathy, immersion, arousal, catharsis, intersubjectivity, and embodied and enactive spectatorship play in shaping audiences’ experiences.
One of the most challenging goals in the game industry is to design games which are difficult enough to be a fun challenge but not so hard to provoke frustration among a wide range of different types of players. Dynamic difficulty adjustment (DDA) is a set of techniques used to customize the difficulty of a game according to the skill level of the player so that the game can keep the player “flowing”. In this paper, we present a novel DDA architecture that we implement using case-based reasoning and we integrate into a Tetris game. In particular, we dynamically change the difficulty of the game by selecting the next piece the player has to place on the board to make the current game more similar to one of the “good” games in our case base. Games are modeled using time series representing the evolution of different game features and evaluated by the players according to their level of entertainment. This way, we alter the difficulty of the game so that it evolves similarly to other previous good games and we expect the current player also experience the same flow.
We spend our days looking at them, talking to them, and touching them. We sleep with them, work with them, and play with them. They increasingly consume our time, attention, and money: we are addicted to our digital devices—or, more precisely, the digital experiences they enable. This addiction is both akratic (we are aware of the negative consequences) and engineered (designed on purpose). Marketers are complicit in this engineering: through digital networks and big data they ubiquitously monitor and experiment on consumers. This knowledge is used to create ever-more addictive digital experiences enabled by devices, their platforms, and their content. In this article, the authors explore marketing’s role in the rise of the phenomenon: from product design, through advertising and big data, to the dynamics of ubiquitous distribution and “free” pricing. The authors then turn to policy solutions and discuss how informing, guiding, and restricting can help ameliorate the problem and promote the public good. The article concludes by outlining multiple areas for marketing and public policy research.
In recent decades, workspace design, as an enabling factor for creativity and innovation, has become the focus of organizational efforts in many firms and among practitioners who are showing a growing interest in the design of creative work environments. This research developed from the observation that firms can design creative workspaces to foster everyday creativity in work-related settings (action – substantive role) and/or to strengthen the company´s corporate image in order to appear as creative to the eyes of a targeted audience (talk- symbolic role). This study explored and assessed the relations existing between creative workspaces and everyday creativity and corporate image respectively. The substantive and symbolic roles and effects of creative workspaces were addressed through qualitative interviews with nineteen informants working for sixteen selected organizations. Data collected was triangulated with additional material gathered through field notes, on-site observations in 32 German companies, written as well as photographic documentation. The results led to a comprehensive, scientific definition of the creative workspace. Empirical findings informed the process of creation and the spatial characteristics of creative workspaces fostering or hindering everyday creativity in work-related settings. Not only, companies were categorized according to the roles, aimed effects and spatial configurations of their creative workspaces and four aspects were identified as been conducive to everyday creativity together with workspace design. As for the symbolic side, six different plausible roles of creative workspaces were proven to have an impact on corporate image. This study confirmed that creative workspaces designed for symbolic purposes can affect and provoke the reactions of external, targeted groups of stakeholders. A three-layer model of engagement informing and guiding companies´ communication strategy in relation to creative workspaces was also suggested. Understanding the substantive and symbolic roles and effects of creative workspaces in relation to creative performances (action) and perceptions (talk) is meant to provide academic knowledge and clearance on the strategic intents and objectives guiding organizations in relation to the design of their physical environments. The increased knowledge and awareness gained in relation to creative workspaces will also allow practitioners and organizations to make more conscious and informed decisions by taking into account a broader spectrum of stakeholders, spanning from the internal focus on individuals at work to external stakeholders such as investors and young talents.
Despite an increase in research in psychology on the mental state of flow, little is known within the area of organisational studies about its “dark side.” Although prior organisational studies literature suggests that flow leads to generally positive work outcomes, we use conservation of resources theory to argue that expatriates in the state of flow can accumulate resources that lead to work adjustment but at the same time may experience unintended negative work–family conflict consequences. Specifically, we argue that being in the state of flow can improve expatriates' work adjustment because they can concentrate on the task at hand in an unencumbered way. Yet the exclusive concentration on work tasks and the distortion of time while in the state of flow may reduce psychological and time resources available to the family, resulting in work–family conflict. We explore whether flow theory needs to be altered to discover potentially negative work–family conflict outcomes inherent in the complex work regimes associated with global careers. Structural equation modelling analyses based on a sample of 230 expatriates in the United States and 169 expatriates in Brazil revealed that flow increased both work–family conflict and work adjustment.
Via examination of three performance projects marking Great War anniversaries and on which Newall worked, she interrogates commemoration as a phenomenon in which the sacred is experienced by creators and audiences, in process and product. This is compared to a phenomenological epoché, and positioned as ostranenie or de-familiarisation. The first discussion concerns connection and community consensus in Chester theatre company, Theatre in the Quarter’s production Silent Night. The second discussion concerns re-enactment and authenticity in the company’s Over By Christmas. The third discussion concerns the missing and unknown via Newall’s own multi-media installation, Remember Me. The chapter concludes with reflection on the emotional impact that occurs in such connection.
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