Flow in the Academic Domain: The Role of Perfectionism and Engagement

The tendency to experience flow (flow proneness) is previously found to be associated with both some personality traits and engagement. In this study, we hypothesized a positive relationship between adaptive perfectionism and academic flow, a negative relationship between maladaptive perfectionism a...

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Bibliographic Details
Published in:The Asia-Pacific education researcher 2018-04, Vol.27 (2), p.99-107
Main Authors: Ljubin-Golub, Tajana, Rijavec, Majda, Jurčec, Lana
Format: Article
Language:English
Subjects:
College Students
Correlation
Education
Educational Policy and Politics
International and Comparative Education
Learner Engagement
Learning and Instruction
Personality Traits
Primary Education
Quantitative psychology
Questionnaires
Regular Article
Sociology of Education
Student attitudes
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Summary:The tendency to experience flow (flow proneness) is previously found to be associated with both some personality traits and engagement. In this study, we hypothesized a positive relationship between adaptive perfectionism and academic flow, a negative relationship between maladaptive perfectionism and flow, and also postulated the mediating role of academic engagement in the relationship between perfectionism and academic flow. The sample comprised 288 university students majoring in primary education. Several questionnaires were administered to assess flow in the academic domain, perfectionism, and engagement. As expected, adaptive perfectionism, namely high standards, was positively related to a higher level of academic flow, and the relationship was mediated by higher behavioral and cognitive engagement. Also as expected, maladaptive perfectionism, namely discrepancy, was negatively related to academic flow, and the relationship was mediated by negative emotional (anxious) engagement. The study provides empirical support for the relationship between academic flow and perfectionism, suggesting engagement as a possible mechanism for this relationship.
ISSN:0119-5646
2243-7908
DOI:10.1007/s40299-018-0369-2