Flow (Psychology) PDF
Flow (Psychology) PDF
Flow (psychology)
Flow is the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In essence, flow is characterized by complete absorption in what one does. Proposed by Mihly Cskszentmihlyi, this positive psychology concept has been widely referenced across a variety of fields.[1] According to Csikszentmihalyi, flow is completely focused motivation. It is a single-minded immersion and represents perhaps the ultimate experience in harnessing the emotions in the service of performing and learning. In flow, the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. To be caught Concentrating upon a task is one aspect of flow. in the ennui of depression or the agitation of anxiety is to be barred from flow. The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task although flow is also described (below) as a deep focus on nothing but the activity not even oneself or one's emotions. Flow has many of the same characteristics as (the positive aspects of) hyperfocus. However, hyperfocus is not always described in such universally glowing terms. For examples, some cases of spending "too much" time playing video games, or of getting side-tracked and pleasurably absorbed by one aspect of an assignment or task to the detriment of the assignment in general. In some cases, hyperfocus can "grab" a person, perhaps causing him to appear unfocused or to start several projects, but complete few. Colloquial terms for this or similar mental states include: to be in the moment, present, in the zone, on a roll, wired in, in the groove, on fire, in tune, centered, or singularly focused.
Components of flow
Nakamura and Cskszentmihlyi identify the following six factors as encompassing an experience of flow. [2] 1. 2. 3. 4. 5. 6. intense and focused concentration on the present moment merging of action and awareness a loss of reflective self-consciousness a sense of personal control or agency over the situation or activity a distortion of temporal experience, one's subjective experience of time is altered experience of the activity as intrinsically rewarding, also referred to as autotelic experience
Those aspects can appear independently of each other, but only in combination do they constitute a so-called flow experience.
Flow (psychology)
Etymology
Flow is so named because during Cskszentmihlyi's 1975 interviews several people described their "flow" experiences using the metaphor of a water current carrying them along. The psychological concept of flow as becoming absorbed in an activity is thus unrelated to the older phrase go with the flow.
History/background
Mihaly Csikszentmihalyi and his fellow researchers began researching flow after Csikszentmihalyi became fascinated by artists who would essentially get lost in their work. Artists, especially painters, got so immersed in their work that they would disregard their need for food, water and even sleep. Thus, the origin of research on the theory of flow came about when Csikszentmihalyi tried to understand this phenomenon experienced by these artists. Flow research became prevalent in the 1980s and 1990s, with Csikszentmihalyi and his colleagues in Italy still at the forefront. Researchers interested in optimal experiences and emphasizing positive experiences, especially in places such as schools and the business world, also began studying the theory of flow at this time. The theory of flow was greatly used in the theories of Maslow and Rogers in their development of the humanistic tradition of psychology. Flow has been experienced throughout history and across cultures. The teachings of Buddhism and Taoism speak of a state of mind known as the "action of inaction" or "doing without doing" that greatly resembles the idea of flow. Also, Hindu texts on Advaita philosophy such as Ashtavakra Gita and the Yoga of Knowledge such as Bhagavad-Gita refer to a similar state. Historical sources hint that Michelangelo may have painted the ceiling of the Vatican's Sistine Chapel while in a flow state. It is reported that he painted for days at a time, and he was so absorbed in his work that he did not even stop for food or sleep until he reached the point of passing out. After this, he would wake up refreshed and, upon starting to paint again, re-enter a state of complete absorption. Bruce Lee either spoke of a psychological state similar to flow or spoke about the importance of adaptability and shedding preconceptions in his book the Tao of Jeet Kune Do. In his book, he compares the state of flow to water where he so famously says, Be like water ...Empty your mind, be formless. Shapeless, like water. If you put water into a cup, it becomes the cup. You put water into a bottle and it becomes the bottle. You put it in a teapot, it becomes the teapot. Now, water can flow or it can crash. Be water, my friend."
Mechanism of flow
In every given moment, there is a great deal of information made available to each individual. Psychologists have found that one's mind can attend to only a certain amount of information at a time. According to Mihaly's 1956 study, that number is about 126 bits of information per second. That may seem like a large number (and a lot of information), but simple daily tasks take quite a lot of information. Just having a conversation takes about 40 bits of information per second; that's 1/3 of one's capacity. That is why when having a conversation one cannot focus as much attention on other things. For the most part (except for basic bodily feelings like hunger and pain, which are innate), people are able to decide what they want to focus their attention on. However, when one is in the flow state, he or she is completely engrossed with the one task at hand and, without making the conscious decision to do so, loses awareness of all other things: time, people, distractions, and even basic bodily needs. This occurs because all of the attention of the person in the flow state is on the task at hand; there is no more attention to be allocated.
Flow (psychology)
Flow (psychology) 4. 5. 6. 7. Knowing where to go (if navigation is involved) High perceived challenges High perceived skills Freedom from distractions[8]
Schaffer also published a measure, the Flow Condition Questionnaire (FCQ), to measure each of these 7 flow conditions for any given task or activity.[9]
Group flow
Cskszentmihlyi suggests several ways a group can work together so that each individual member achieves flow. The characteristics of such a group include: Creative spatial arrangements: Chairs, pin walls, charts, but no tables; thus work primarily standing and moving Playground design: Charts for information inputs, flow graphs, project summary, craziness (here also craziness has a place), safe place (here all may say what is otherwise only thought), result wall, open topics Parallel, organized working Target group focus Advancement of existing one (prototyping) Increase in efficiency through visualization Using differences among participants as an opportunity, rather than an obstacle
Flow (psychology)
Applications
Applications suggested by Cskszentmihlyi versus other practitioners
Only Cskszentmihlyi seems to have published suggestions for extrinsic applications of the flow concept, such as design methods for playgrounds to elicit the flow experience. Other practitioners of Cskszentmihlyi's flow concept focus on intrinsic applications, such as spirituality, performance improvement, or self-help. Reinterpretations of Cskszentmihlyi's flow process exist to improve performance in areas as diverse as business, piano improvisation, sport psychology, computer programming, and standup comedy.[citation needed] His work has also informed the measurement of donor momentum by The New Science of Philanthropy
Education
In education, there is the concept of overlearning, which seems to be an important factor in this technique, in that Cskszentmihlyi states that overlearning enables the mind to concentrate on visualizing the desired performance as a singular, integrated action instead of a set of actions. Challenging assignments that (slightly) stretch one's skills lead to flow. Around 2000, it came to the attention of Cskszentmihlyi that the principles and practices of the Montessori Method of education seemed to purposefully set up continuous flow opportunities and Young boy, painting a model experiences for students. Cskszentmihlyi and psychologist Kevin Rathunde embarked on a multi-year study of student experiences in Montessori settings and traditional educational settings. The research supported observations that students achieved flow experiences more frequently in Montessori settings.
Music
Musicians, especially improvisational soloists may experience a similar state of mind while playing their instrument. Research has shown that performers in a flow state have a heightened quality of performance as opposed to when they are not in a flow state. In a study performed with professional classical pianists who played piano pieces several times to induce a flow state, a significant relationship was found between the flow state of the pianist and the pianists heart rate, blood pressure, and major facial muscles. As the pianist entered the flow state, heart rate and blood pressure decreased and the major facial muscles relaxed. This study further emphasized that flow is a state of effortless attention. In spite of the effortless attention and overall relaxation of the body, the performance of the pianist during the flow state improved. Groups of drummers experience a state of flow when they sense a collective energy that drives the beat, something they refer to as getting into the groove.[citation needed] Bass guitarists often describe a state of flow when properly playing between the percussion and melody as being in the pocket.[citation needed]
Flow (psychology)
Sports
The concept of being in the zone during an athletic performance fits within Cskszentmihlyi's description of the flow experience, and theories and applications of being in the zone and its relationship with athletic competitive advantage are topics studied in the field of sport psychology. Timothy Gallwey's influential works on the "inner game" of sports such as golf and tennis described the mental coaching and attitudes required to "get in the zone" and fully internalize mastery of the sport.
Roy Palmer suggests that "being in the zone" may also influence movement patterns as better integration of the conscious and subconscious reflex functions improves coordination. Many athletes describe the effortless nature of their performance while achieving personal bests see references. MMA champion and Karate master Lyoto Machida uses meditation techniques before fights to attain mushin, a concept that, by his description, is in all respects equal to flow. The Formula One driver Ayrton Senna, who during qualifying for the 1988 Monaco Grand Prix explained: "I was already on pole, [...] and I just kept going. Suddenly I was nearly two seconds faster than anybody else, including my team mate with the same car. And suddenly I realised that I was no longer driving the car consciously. I was driving it by a kind of instinct, only I was in a different dimension. It was like I was in a tunnel."
Flow (psychology)
Gaming
Flow is one of the main reasons that people play video games. This is especially true since the primary goal of games is to create entertainment through intrinsic motivation, which is related to flow. Through the balance of skill and challenge the players brain is aroused, with attention engaged and motivation high. Thus, the use of flow in games helps foster an enjoyable experience which in turn increases motivation and draws players to continue playing. In addition, game designers, in particular, benefit from the integration of flow principles into their game designs. Overall, the experience of play is fluid and is intrinsically psychologically rewarding independent of scores or in-game successes in the flow state. Flow in games has been linked to the Laws of Learning as part of the explanation for why learning games (the use of games to introduce material, improve understanding, or increase retention) have the potential to be effective. In particular, flow is intrinsically motivating, which is part of the Law of Readiness. The condition of feedback, required for flow, is associated with the feedback aspects of the Law of Exercise. This is exhibited in well designed games, in particular, where players perform at the edge of their competency as they are guided by clear goals and feedback. The positive emotions associated with flow are associated with the Law of Effect. The intense experiences of being in a state of flow are directly associated with the Law of Intensity. Thus, the experience of gaming can be so engaging and motivating as it meets many of the Laws of Learning, which are inextricably connected to creating flow.
Flow (psychology) Csikszentmihalyi argues that with increased experiences of flow, people experience growth towards complexity, in which people flourish as their achievements grow and with that comes development of increasing emotional, cognitive, and social complexity (Vissar). Creating a workplace atmosphere that allows for flow and growth, Csikszentmihalyi argues, can increase the happiness and achievement of employees. There are, however, barriers to achieving flow in the workplace. In his chapter Why Flow Doesnt Happen on the Job, Csikszentmihalyi argues the first reason that flow does not occur is that the goals of ones job are not clear. He explains that while some tasks at work may fit into a larger, organization plan, the individual worker may not see where their individual task fits it. Second, limited feedback about ones work can reduce motivation and leaves the employee unaware of whether or not they did a good job. When there is little communication of feedback, an employee may not be assigned tasks that challenge them or seem important, which could potentially prevent an opportunity for flow. In the study Predicting flow at work: Investigating the activities and job characteristics that predict flow states at work Karina Nielsen and Bryan Cleal (2010) used a 9- item flow scale to examine predictors of flow at two levels: activity level (such as brainstorming, problem solving, and evaluation) and at a more stable level (such as role clarity, influence, and cognitive demands). They found that activities such as planning, problem solving, and evaluation predicted transient flow states, but that more stable job characteristics were not found to predict flow at work. This study can help us identify which task at work can be cultivated and emphasized in order to help employees experience flow on the job. In her article in Positive Psychology News Daily, Kathryn Britton examines the importance of experiencing flow in the workplace beyond the individual benefits it creates. She writes, Flow isnt just valuable to individuals; it also contributes to organizational goals. For example, frequent experiences of flow at work lead to higher productivity, innovation, and employee development (Csikszentmihalyi, 1991, 2004). So finding ways to increase the frequency of flow experiences can be one way for people to work together to increase the effectiveness of their workplaces.
Consequences of flow
Positive consequences of flow experiences
International bestsellers by Csikszentmihalyi suggest that enhancing the time spent in flow makes our lives more happy and successful. Flow experiences are predicated to lead to positive affect as well as to better performance.[15] However, further empirical evidence is required to substantiate these preliminary indications, as flow researchers continue to explore the problem of how to directly investigate causal consequences of flow experiences using modern scientific instrumentation to observe the neuro-physiological correlates of the flow state.[16] Positive effect and life satisfaction Flow is an innately positive experience; it is known to "produce intense feelings of enjoyment". An experience that is so enjoyable should lead to positive affect and happiness in the long run. Also, Csikszentmihalyi stated that happiness is derived from personal development and growth and flow situations permit the experience of personal development. Several studies found that flow experiences and positive affect go hand in hand,[17] and that challenges and skills above the individuals average foster positive affect.[18][19][20] However, the causal processes underlying those relationships remains unclear at present.
Flow (psychology) Performance Flow experiences imply a growth principle. When one is in a flow state, he or she is working to master the activity at hand. To maintain that flow state, one must seek increasingly greater challenges. Attempting these new, difficult challenges stretches one's skills. One emerges from such a flow experience with a bit of personal growth and great "feelings of competence and efficacy". Flow has a documented correlation with high performance in the fields of artistic and scientific creativity (Perry, 1999; Sawyer, 1992), teaching (Cskszentmihlyi, 1996), learning (Cskszentmihlyi et al., 1993), and sports (Jackson, Thomas, Marsh, & Smethurst, 2002; Stein, Kimiecik, Daniels, & Jackson, 1995). However, evidence regarding better performance in flow situations is mixed. For sure, the association between both is a reciprocal one. That is, flow experiences may foster better performance but, on the other hand, good performance makes flow experiences more likely. Results of a longitudinal study in the academic context indicate that the causal effect of flow on performance is only of small magnitude and the strong relationship between both is driven by an effect of performance on flow. In the long run, flow experiences in a specific activity may lead to higher performance in that activity as flow is positively correlated with a higher subsequent motivation to perform and to perform well.
References
Footnotes
[1] Citations of Cskszentmihlyi's 1990 book (http:/ / scholar. google. com/ scholar?hl=en& lr=& cites=12334528761431366038) about flow on Google Scholar. [2] Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 195-206). Oxford: Oxford University Press. [3] Csikszentmihalyi, M., Larson, R., & Prescott, S. (1977). The ecology of adolescent activity and experience. Journal of Youth and Adolescence, 6, 281-294. [4] Delle Fave, A., & Bassi, M. (2000). The quality of experience in adolescents daily lives: Developmental perspectives. Genetic, Social, and General Psychology Monographs, 126, 347-367. [5] Keller, J., & Landhuer, A. (2012). The flow model revisited. In S. Engeser (Ed.), Advances in flow research (pp. 51-64). New York: Springer. [6] Moneta, G. B. (2012). On the measurement and conceptualization of flow. In S. Engeser (Ed.), Advances in flow research (pp. 23-50). New York: Springer. [7] Ellis, G. D., Voelkl, J. E., & Morris, C. (1994). Measurement and analysis issues with explanation of variance in daily experience using the flow model. Journal of Leisure Research, 26, 337. [8] http:/ / humanfactors. com/ funexperiences. asp [9] http:/ / humanfactors. com/ funexperiences. asp [10] Keller, J., & Blomann, F. (2008). Locus of control and the flow experience. An experimental analysis. European Journal of Personality, 22, 589-607. [11] Keller, J., & Bless, H. (2008). Flow and regulatory compatibility: An experimental approach to flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34, 196-209. [12] Engeser, S., & Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32, 158-172. [13] Schler, J. (2007). Arousal of flow experience in a learning setting and its effects on exam performance and affect. Zeitschrift fr Pdagogische Psychologie, 21, 217-227. [14] Eisenberger, R., Jones, J. R., Stinglhamber, F., Shanock, L., & Randall, A. T. (2005). Flow experiences at work: for high need achievers alone? Journal of Organizational Behavior, 26, 755-775. [15] Csikszentmihalyi, M. (1997). Finding flow. The psychology of engagement with everyday life. New York: Basic Books. [16] Landhuer, A., & Keller, J. (2012). Flow and its affective, cognitive, and performance-related consequences. In S. Engeser (Ed.), Advances in flow research (pp.65-86). New York: Springer.
Flow (psychology)
[17] Rheinberg, F., Manig, Y., Kliegl, R., Engeser, S., & Vollmeyer, R. (2007). Flow bei der Arbeit, doch Glck in der Freizeit. Zielausrichtung, Flow und Glcksgefhle [Flow during work but happiness during leisure time: goals, flow-experience, and happiness]. Zeitschrift fr Arbeitsund Organisationspsychologie, 51, 105-115. [18] Clarke, S. G., & Haworth, J. T. (1994). Flow experience in the daily lives of sixth-form college students. British Journal of Psychology, 85, 511-523. [19] Massimini, F., & Carli, M. (1988). The systematic assessment of flow in daily experience. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 288-306). New York: Cambridge University Press. [20] Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in High School classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-176. [21] http:/ / www. happinessatworksurvey. com
10
Notations
Cskszentmihlyi, Mihly (1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper Perennial, ISBN0-06-092820-4 Cskszentmihlyi, Mihly (1996), Finding Flow: The Psychology of Engagement With Everyday Life, Basic Books, ISBN0-465-02411-4 (a popular exposition emphasizing technique) Cskszentmihlyi, Mihly (2003), Good Business: Leadership, Flow, and the Making of Meaning, New York: Penguin Books, ISBN0-14-200409-X Egbert, Joy (2003), "A Study of Flow Theory in the Foreign Language Classroom", The Modern Language Journal 87 (4): 499518, doi: 10.1111/1540-4781.00204 (http://dx.doi.org/10.1111/1540-4781.00204) Jackson, Susan A. & Cskszentmihlyi, Mihly (1999), Flow in Sports: The Keys to Optimal Experiences and Performances, Champaign, Illinois: Human Kinetics Publishers, ISBN0-88011-876-8 Unknown parameter |unused_data= ignored (help) Mainemelis, Charalampos (2001), "When the Muse Takes It All: A Model for the Experience of Timelessness in Organizations", The Academy of Management Review (The Academy of Management Review, Vol. 26, No. 4) 26 (4): 548565, doi: 10.2307/3560241 (http://dx.doi.org/10.2307/3560241), JSTOR 3560241 (http://www. jstor.org/stable/3560241) Shainberg, Lawrence (1989-04-09), "FINDING 'THE ZONE'" (http://query.nytimes.com/gst/fullpage. html?res=950DE0DD1E3FF93AA35757C0A96F948260&scp=1&sq=pele+"felt+a+strange+calmness"& st=nyt), New York Times Magazine Wikipedia:Link rot
External links
Mihaly Csikszentmihalyi: Creativity, fulfillment and flow (https://www.youtube.com/watch?v=fXIeFJCqsPs) on YouTube; presentation at the February, 2004 TED conference Finding Flow in Educational Leadership (https://www.youtube.com/watch?v=S7HVfxq4l-8) "In the zone": enjoyment, creativity, and the nine elements of "flow" (http://www.meaningandhappiness.com/ zone-enjoyment-creativity-elements-flow/26/) Finding Flow in Writing (http://www.abdsurvivalguide.com/News/030404.htm) by Tracy Steen, Ph.D. Archetype Writing (http://www.archetypewriting.com/articles/articles_ck/muse_block_ckFlowArticle.htm) The Right-Brain/Left-Brain Myth and Flow looks at the neurology behind flow Flow (http://www.butler-bowdon.com/flow.html) A commentary on Mihaly Csikszentmihalyi's classic work by Tom Butler-Bowdon The Principle of Relevance (http://www.stefanialucchetti.com/), Stefania Lucchetti, RT Publishing, Hong Kong 2010, which discusses the concept of "Flow" and the importance of attention in the context of digital information overload "Flow" (http://vimeo.com/17465894) (2010) A short film made by Halcyon Nights in which flow theory is explored through a new exhilarating activity that takes place on the streets of London
Flow (psychology) Management Metrics (http://www.forbes.com/sites/bruceupbin/2011/12/13/ five-new-management-metrics-you-need-to-know) - An article about Flow concept application
11
12
License
Creative Commons Attribution-Share Alike 3.0 //creativecommons.org/licenses/by-sa/3.0/