完整後設資料紀錄
DC 欄位語言
dc.contributor.authorCheng, Chao-Yangen_US
dc.contributor.authorChen, Sherry Y.en_US
dc.contributor.authorLin, Sunny S. J.en_US
dc.date.accessioned2018-08-21T05:53:09Z-
dc.date.available2018-08-21T05:53:09Z-
dc.date.issued2017-01-01en_US
dc.identifier.issn0022-0671en_US
dc.identifier.urihttp://dx.doi.org/10.1080/00220671.2016.1172551en_US
dc.identifier.urihttp://hdl.handle.net/11536/144327-
dc.description.abstractThe authors defined optimal experience as a functional state of a relatively high level of concentration, time distortion, satisfaction, and enjoyment (Csikszentmihalyi, 1992) and collected data through the Day Reconstruction Method. In three random days, 147 fifth-grade students answered questionnaires for each school event in the previous day resulting repeated data from 2,288 episodes. Several hierarchical linear models were conducted. The authors found that elementary students perceived better quality of optimal experience during break time versus classes taught by activity, seatwork or lecture methods. Unexpectedly, more optimal experience was reported in the events when students perceived themselves as having high skill but low challenge, contradictory to the original expectation of skill-challenge balance. Four additional flow conditions were more effective than primary flow condition and instructional methods in predicting optimal experience. Finally, optimal experience varied much more across event-episodes than among individuals meaning that teachers have rooms to improve students' optimal experience in elementary school days.en_US
dc.language.isoen_USen_US
dc.subjectDay reconstruction methoden_US
dc.subjectelementary school studentsen_US
dc.subjectflow conditionsen_US
dc.subjectflow theoryen_US
dc.subjectinstructional methodsen_US
dc.subjectoptimal experienceen_US
dc.titleEpisodic and individual effects of elementary students' optimal experience: An HLM studyen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/00220671.2016.1172551en_US
dc.identifier.journalJOURNAL OF EDUCATIONAL RESEARCHen_US
dc.citation.volume110en_US
dc.citation.spage653en_US
dc.citation.epage664en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000419336900007en_US
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