Motivation, flow-experience, and performance in learning settings at universities
Motivation, flow-experience, and performance in learning settings at universities
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DOI：
10.1024/1010-0652.19.3.159
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发表时间：
2005-09-01
影响因子：
2.1
通讯作者：
Bischoff, J
中科院分区：
文献类型：
--
作者：
Engeser, S;Rheinberg, F;Bischoff, J
根据学习的认知-动机模型，学习成绩取决于学习活动的质量和数量，以及学习过程中的功能状态。我们假设心流体验是功能状态的一个指标。在一项在外语课程中进行的研究中，我们证明了心流经验可以预测成绩，即使在控制能力的情况下也是如此。根据认知-动机模型，心流体验由实际的动机状态来预测，而实际的动机状态本身又依赖于学生在学期初的动机。这种关系模式在为心理学专业学生开设的基础统计学课程中进行的第二项研究中得到了复制。这两项研究的结果都表明，心流体验是与学习结果相关的功能状态的指示器。结果的总体模式也很好地符合认知-动机学习模型的提出的关系。
According to the cognitive-motivational model of learning, performance depends on the quality and quantity of learning activities as well as on the functional state during learning. We assumed that the flow-experience is one indicator of the functional state. In a study conducted in foreign language courses we demonstrated that flow-experience predicts performance, even when controlled for ability. In accordance with the cognitive-motivational model, flow-experience was predicted by the actual motivational state, which was itself dependent on students' motivation at the beginning of the semester. This pattern of relationships was replicated in a second study conducted in a course on elementary statistics for psychology students. The results of both studies indicate that flow-experience is an indicator of the functional state relevant for learning outcome. The general pattern of the results also fits nicely with the proposed relationships of the cognitive-motivational model of learning.