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Pregled bibliografske jedinice broj: 758233

Can learning for exams make students happy? Faculty related and faculty unrelated flow experiences and well-being


Rijavec, Majda; Ljubin Golub, Tajana; Olčar, Diana
Can learning for exams make students happy? Faculty related and faculty unrelated flow experiences and well-being // Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 18 (2016), 1; 153-164 doi:10.15516/cje.v18i0.2223 (međunarodna recenzija, članak, znanstveni)


Naslov
Can learning for exams make students happy? Faculty related and faculty unrelated flow experiences and well-being

Autori
Rijavec, Majda ; Ljubin Golub, Tajana ; Olčar, Diana

Izvornik
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje (ISSN1848-5650) 18 (2016), 1; 153-164

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
Flourishing; flow; life satisfaction; university students; well-being;

Sažetak
Flow is a highly enjoyable, optimal psychological state people feel when they are so focused at task that it amounts to complete absorption in an activity. Flow was found to be related to desirable educational outcomes as well as higher well-being. The aim of this study was to assess how often students experience flow at the faculty (during lectures, seminars and exercises, learning, preparing for presentations and other study related activities) and in everyday life, and to assess the relationship between flow experiences of students and their well-being. Sample comprised 176 second-year female students at University of Zagreb, Faculty of Teacher Education. In addition to questions about faculty related and unrelated flow- experiences, participants filled two questionnaires: The Satisfaction with Life Scale (Diener et al., 1985) and Flourishing Scale – FS (Diener et al., 2009). Results revealed that students, at least occasionally, experience flow at faculty related activities. The flow is the most frequent while preparing for seminars and similar tasks as well as while preparing for exams, while it is the least frequent during lectures. Flow experiences in non-academic activities are more frequent than in academic activities. However, only flow in academic activities is positively correlated to students’ well-being while there were no significant correlations between non-academic flow experiences and well-being. The only significant predictor of well-being was flow experienced during preparation of exams. That leads to conclusion that flow experienced during activities related to achievement at the faculty are more important for students’ well- being than flow during activities in other areas of life.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Ustanove
Učiteljski fakultet, Zagreb

Časopis indeksira:


  • Web of Science Core Collection (WoSCC)
    • SCI-EXP, SSCI i/ili A&HCI


Uključenost u ostale bibliografske baze podataka:


  • ERIC: Educational Resources Information
  • SCOPUS


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