Citations (19)
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Read on this site (2)
Sara Mohr, Debbie Kramer-Roy & Paul Boyle. (2023) The experience of flow by people living with disabilities: A meta-study of qualitative research. Journal of Occupational Science 0:0, pages 1-25.
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Rocío Ruiz-Martínez, Katherina Kuschel & Inmaculada Pastor. (2023) Craftswomen entrepreneurs in flow: no boundaries between business and leisure. Community, Work & Family 26:4, pages 391-410.
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Articles from other publishers (17)
Yang Yang, Xing Zhou, Lele Fan, Hongmei Yin & Hailin Qu. (2022) Effects of Perceived Placeness on Tourists’ Authenticity Experience Via the Mediating Role of Flow Experience. Journal of Hospitality & Tourism Research 47:7, pages 1091-1114.
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Adam Nguyen. (2022) Viewpoint: designing transformative service to overcome eudaimonic-hedonic outcome conflict. Journal of Services Marketing 37:2, pages 129-137.
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Morteza Akbari, Mozhgan Danesh, Azadeh Rezvani, Nazanin Javadi, Seyyed Kazem Banihashem & Omid Noroozi. (2022) The role of students’ relational identity and autotelic experience for their innovative and continuous use of e-learning. Education and Information Technologies 28:2, pages 1911-1934.
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Alejandro Sánchez Vara, José L. Chamorro, Ruben Moreno Castellanos & Saul Alcaraz. (2023) Measuring optimal psychological states: Proposal of two brief versions to measure flow and clutch in athletes. Frontiers in Psychology 14.
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Sara Hintze & Jason R. Yee. (2022) Animals in flow – towards the scientific study of intrinsic reward in animals. Biological Reviews.
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Elizabeth A.L. Stine-Morrow & Ilber E. Manavbasi. (2022) Beyond “Use It or Lose It”: The Impact of Engagement on Cognitive Aging. Annual Review of Developmental Psychology 4:1, pages 319-352.
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Shu-Fen Wu, Chieh-Hsin Kao, Yu-Ling Lu & Chi-Jui Lien. (2022) A Method Detecting Student’s Flow Construct during School Tests through Electroencephalograms (EEGs): Factors of Cognitive Load, Self-Efficacy, Difficulty, and Performance. Applied Sciences 12:23, pages 12248.
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Hui Fang, Chun Wan, Jia Jin & Liang Meng. (2022) Prior autonomy frustration facilitates persistent behavior: The moderating role of autonomy causality orientation. Motivation and Emotion 46:5, pages 573-587.
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Cedomir Ignjatovic, Margaret L. Kern & Lindsay G. Oades. (2022) The VIVA Sustainable Work Engagement Model: A Conceptual Introduction and Preliminary Test Over Three Years. International Journal of Applied Positive Psychology 7:2, pages 251-270.
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Dwight C. K. Tse, Jeanne Nakamura & Mihaly Csikszentmihalyi. (2022) Flow Experiences Across Adulthood: Preliminary Findings on the Continuity Hypothesis. Journal of Happiness Studies 23:6, pages 2517-2540.
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Shenghua Huang, Hongbiao Yin, Yule Jin & Wenlan Wang. (2022) More Knowledge, More Satisfaction with Online Teaching? Examining the Mediation of Teacher Efficacy and Moderation of Engagement during COVID-19. Sustainability 14:8, pages 4405.
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Cedomir Ignjatovic, Margaret L. Kern & Lindsay G. Oades. (2021) Flow Support at Work: Examining the Relationship Between Strengths Use and Flow at Work Among School Staff over a Three-Year Period. Journal of Happiness Studies 23:2, pages 455-475.
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Liang Meng, Guanxiong Pei, Yupei Zhang & Jia Jin. (2021) Desire for Success Awakens: Proof of Competence Restoration in a Non-competitive Environment. Frontiers in Neuroscience 15.
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Jared Weintraub, David Cassell & Thomas P. DePatie. (2021) Nudging flow through ‘SMART’ goal setting to decrease stress, increase engagement, and increase performance at work. Journal of Occupational and Organizational Psychology 94:2, pages 230-258.
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Nelson Manuel da Silva deMatos, Elisabete Sampaio de Sá & Paulo Alexandre de Oliveira Duarte. (2021) A review and extension of the flow experience concept. Insights and directions for Tourism research. Tourism Management Perspectives 38, pages 100802.
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Christian Boyer & Steve Bissonnette. (2021) Comment exercer une gestion rationnelle axée sur les résultats ? Exemple de la mesure
de l’effet d’un programme orthopédagogique sur le rendement des élèves. Enfance en difficulté 8, pages 95-126.
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Hui Fang, Huijian Fu, Ximei Li & Liang Meng. (2019) Trapped in the woods: High performance goal orientation impedes competence restoration. Personality and Individual Differences 150, pages 109479.
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