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Originalartikel/Original Articles

Arousal of Flow Experience in a Learning Setting and Its Effects on Exam Performance and Affect

Published Online:January 14, 2008https://doi.org/10.1024/1010-0652.21.3.217

Abstract

Abstract. Flow experience is associated with learning motivation, performance and positive affect. Therefore it is important to analyze its antecedents. An important antecedent for experiencing flow is the balance between the person's skill and how challenging the situation is (Csikszentmihalyi, 1990). According to Atkinson's (1957) risk-taking model, only individuals with high hope-of-success prefer situations in which a balance of challenge and skill is given while individuals with high fear-of-failure try to avoid such situations. Integration of these two lines of research leads to the suggestion that the achievement motive might moderate the relationship between the challenge-skill balance and flow experience. This notion could be confirmed in two studies with undergraduate students (N = 57/N = 395). Additionally, flow experience was found to be a significant predictor of affect (Study 1 and 2) and exam performance (Study 2). I discuss these findings and their practical implications for academic learning settings.


Die Anregung des Flow-Erlebens im Lernkontext und dessen Auswirkung auf Lernleistung und Affekt

Zusammenfassung. Das Flow-Erleben hängt mit Lernmotivation, Leistung und positivem Affekt zusammen. Darum ist es wichtig, seine Entstehungsbedingungen zu untersuchen. Eine wichtige Bedingung für das Flow-Erleben ist die Passung zwischen den Fähigkeiten der Person und den Anforderungen der Situation (Csikszentmihalyi, 1990). Gemäß dem Risikowahl-Modell von Atkinson (1957) bevorzugen jedoch nur Hoffnung-auf-Erfolg-Motivierte Situationen, in denen ihre Fähigkeiten mit den Anforderungen übereinstimmen, während Furcht-vor-Misserfolg-Motivierte solche Situationen gerade vermeiden. Die Integration dieser beiden theoretischen Ansätze (Flow-Theorie, Risikowahl-Modell) führt zur Formulierung der Annahme, dass das Leistungsmotiv den Zusammenhang zwischen der Anforderungs-Fähigkeitspassung und dem Flow-Erleben moderiert. Dies konnte in zwei Studien mit Studierenden bestätigt werden (N = 57 / N = 395). Zusätzlich sagte das Flow-Erleben den Affekt (Studie 1 und 2) und die Examensleistung (Studie 2) vorher. Die Befunde und ihre praktischen Implikationen für den akademischen Lernkontext werden diskutiert.

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