Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 2008

Full Length Research Paper

Conceptualizing group flow: A framework

Jana Duncan
  • Jana Duncan
  • Instructional Psychology and Technology Department, Brigham Young University, Provo, Utah, USA.
  • Google Scholar
Richard E. West
  • Richard E. West
  • Instructional Psychology and Technology Department, Brigham Young University, Provo, Utah, USA.
  • Google Scholar


  •  Received: 01 July 2017
  •  Accepted: 04 December 2017
  •  Published: 10 January 2018

References

Albanese MA, Mitchell S (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Acad. Med. 68(1):52-81.
Crossref

 

Aleksić D, ÄŒerne M, Dysvik A, Škerlavaj M (2016). I want to be creative, but … preference for creativity, perceived clear outcome goals, work enjoyment, and creative performance. Eur. J. Work Organ. Psychol. 25(3):363-383. 
Crossref

 
 

Amabile TM (1992). Social environments that kill creativity. In S. S. Gryskiewicz & D. A. Hills (Eds.), Readings in Innovation. Greensboro, NC: Center for Creative Leadership.

 
 

Amabile TM, Conti R, Coon H, Lazenby J, Herron M (1996). Assessing the work environment for creativity. Acad. Manage. J. 39(5):1154-1184. 
Crossref

 
 

Armstrong AC (2005). Group flow in small groups of middle school mathematics students. University of British Columbia.

 
 

Armstrong AC (2008). The fragility of group flow: The experiences of two small groups in a middle school mathematics classroom. J. Mathe. Behav. 27(2):101-115. 
Crossref

 
 

Aubé C, Brunelle E, Rousseau V (2014). Flow experience and team performance: The role of team goal commitment and information exchange. Motivation Emotion, 38(1):120-130. 
Crossref

 
 

Baker FA, MacDonald RAR (2013). Flow, identity, achievement, satisfaction and ownership during therapeutic songwriting experiences with university students and retirees. Musicae Scientiae, 17(2):131-146. 
Crossref

 
 

Bakker AB, Schaufeli WB, Sixma HJ, Bosveld W, Van Dierendonck D (2000). Patient demands, lack of reciprocity, and burnout: A five-year longitudinal study among general practitioners. J. Organ. Behav. 21(4):425-441.
Crossref

 
 

Bedwell WL, Wildman JL, DiazGranados D, Salazar M, Kramer WS, Salas E (2012). Collaboration at work: An integrative multilevel conceptualization. Hum. Resourc. Manage. Rev. 22(2):128–145. 
Crossref

 
 

Bennis WG, Biederman PW (1997). Organizing genius. Cambridge, MA: Perseus Books.

 
 

Chang JW, Huang DW, Choi JN (2012). Is task autonomy beneficial for creativity? Prior task experience and self-control as boundary conditions. Soc. Behav. Personality 40(5):705-724.
Crossref

 
 

Chemi T (2016). The Experience of Flow in Artistic Creation. In Flow Experience (pp. 37–50). Springer, Cham. 
Crossref

 
 

Cohen J, Jones WM, Smith S, Calandra B (2017). Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education. J. Educ. Multimedia Hypermedia, 26(3):217-229.

 
 

Cseh GM, Phillips LH, Pearson DG (2016). Mental and perceptual feedback in the development of creative flow. Consciousness and Cognition, 42(Supplement C):150-161. 
Crossref

 
 

Csikszentmihályi M (1975). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.

 
 

Csikszentmihályi M (1990). Flow: The psychology of optimal experience. New York, NY: Harper Perennial.

 
 

Csikszentmihályi M (2000). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.

 
 

Custodero LA (2012). The call to create: Flow experience in music learning and teaching. In D. Hargreaves, D. Miell, & R. MacDonald (Eds.), Musical Imaginations: Multidisciplinary Perspectives on Creativity, Performance and Perception. OUP Oxford.

 
 

Deci EL, Spiegel NH, Ryan RM, Koestner R, Kauffman M (1982). Effects of performance standards on teaching styles: Behavior of controlling teachers. J. Educ. Psychol. 74(6):852-859.
Crossref

 
 

Fave Delle A, Bassi M (2016). Flow and Psychological Selection. In Flow Experience. Springer Cham. pp. 3-19.
Crossref

 
 

Duncker K (1926). A qualitative (experimental and theoretical) study of productive thinking (solving of comprehensible problems). Pedagogical Seminary J. Genetic Psychol. 33(4):642-708.
Crossref

 
 

Egbert J (2004). A study of flow theory in the foreign language classroom. Canadian Modern Language Rev. 60(5):549-586.
Crossref

 
 

Eisenberger R, Jones JR, Stinglhamber F, Shanock L, Randall AT (2005). Flow experiences at work: For high need achievers alone? J. Organ. Behav. 26(7):755-775. 
Crossref

 
 

Eteläpelto A, Lahti J (2008). The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills

 

Creativity, 3(3):226-240. 
Crossref

   
 

Flink C, Boggiano AK, Barrett M (1990). Controlling teaching strategies: Undermining children's self-determination and performance. J. Personality Soc. Psychol. 59(5):916-924.
Crossref

 
 

Fullagar CJ, Kelloway EK (2009). Flow at work: An experience sampling approach. Journal of Occupational and Organizational Psychology, 82(3):595-615. 
Crossref

 
 

Fullagar C, Delle Fave A (2017). Flow at Work: Measurement and Implications. London: Taylor & Francis.

 
 

Gaggioli A, Milani L, Mazzoni E, Riva G (2011). Networked Flow: A Framework for Understanding the Dynamics of Creative Collaboration in Educational and Training Settings. Open Educ. J. 4(1).
Crossref

 
 

Ghani JA, Deshpande SP (1994). Task characteristics and the experience of optimal flow in human-computer interaction. J. Psychol. 128(4):381-391. 
Crossref

 
 

Glăveanu VP (2011). How are we creative together? Comparing sociocognitive and sociocultural answers. Theory Psychol. 21(4):473-492. 
Crossref

 
 

Gloor PA, Almozlino A, Inbar O, Lo W, Provost S (2014). Measuring Team Creativity Through Longitudinal Social Signals. arXiv:1407.0440 [physics]. 

 
 

Gloor PA, Fuehres H, Fischbach K (2016). Only Say Something When You Have Something to Say: Identifying Creatives Through Their Communication Patterns. In Designing Networks for Innovation and Improvisation. Springer, Cham. pp. 65-75. Retrieved from 
Crossref

 
 

Hamari J, Shernoff DJ, Rowe E, Coller B, Asbell-Clarke J, Edwards T (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54(Supplement C):170-179. 
Crossref

 
 

Hetland L (2013). Studio thinking 2: The real benefits of visual arts education (2nd ed.). New York, NY: Teachers College Press.

 
 

Hirst G, Knippenberg DV, Zhou J (2009). A cross-level perspective on employee creativity: Goal orientation, team learning behavior, and individual creativity. Acad. Manage. J. 52(2):280-293. 
Crossref

 
 

Hong HY, Chang YH, Chai CS (2014). Fostering a collaborative and creative climate in a college class through idea-centered knowledge-building. Instructional Sci. 42(3):389-407.
Crossref

 
 

Jang H, Reeve J, Deci EL (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. J. Educ. Psychol. 102(3):588-600. 
Crossref

 
 

Jackson SA, Eklund RC (2002). Assessing Flow in Physical Activity: The Flow State Scale–2 and Dispositional Flow Scale–2. J. Sport and Exercise Psychol. 24(2):133-150. 
Crossref

 
 

Jin SAA (2012). "Toward integrative models of flow": Effects of performance, skill, challenge, playfulness, and presence on flow in video games. J. Broadcasting Electronic Media, 56(2):169-186.
Crossref

 
 

Kavadia S, Sommer SC (2009). The Effects of Problem Structure and Team Diversity on Brainstorming Effectiveness. Management Science, 55(12):1899-1913.
Crossref

 
 

Kotler S, Wheal J (2015). The 4 secrets to seahawks NFC success and how they can be applied to business. Forbes.com. Retrieved January 26, 2015, from 

View

 
 

Løvoll HS, Vittersø J (2014). Can Balance be Boring? A Critique of the "Challenges Should Match Skills" Hypotheses in Flow Theory. Soc. Indicators Res. 115(1):117-136. 
Crossref

 
 

Massimini F, Delle Fave A (2000). Individual development in a bio-cultural perspective. Am. Psychol. 55(1):24-33.
Crossref

 
 

Miranda SM, Saunders C (1995). Group support systems: An organization development intervention to combat groupthink. Public Admin. Q. 19(2):193-216.

 
 

Moneta GB (2012). Opportunity for creativity in the job as a moderator of the relation between trait intrinsic motivation and flow in work. Motivation Emotion, 36(4):491-503.
Crossref

 
 

Moneta GB (2012b). On the Measurement and Conceptualization of Flow. In Advances in Flow Research. Springer, New York, NY. pp. 23-50. 
Crossref

 
 

Muis KR, Ranellucci J, Trevors G, Duffy MC (2015). The effects of technology-mediated immediate feedback on kindergarten students' attitudes, emotions, engagement and learning outcomes during literacy skills development. Learning Instruction, 38(Supplement C):1-13. 
Crossref

 
 

Nakamura J, Csikszentmihályi M (2009). Flow theory and research. In C. R. Snyder & S. J. Lopez, Oxford handbook of positive psychology. Oxford, NY: Oxford University Press. pp. 195-206.
Crossref

 
 

Nokes-Malach TJ, Meade ML, Morrow DG (2012). The effect of expertise on collaborative problem solving. Thinking Reasoning, 18(1):32-58. 
Crossref

 
 

Noy L, Levit-Binun N, Golland Y (2015). Being in the zone: physiological markers of togetherness in joint improvisation. Frontiers in Human Neuroscience, 9. 
Crossref

 
 

Partington S, Partington E, Olivier S (2009). The Dark Side of Flow: A Qualitative Study of Dependence in Big Wave Surfing. Sport Psychol. 23(2):170-185. 
Crossref

 
 

Paton E (2012). When the book takes over: Creativity, the writing process and flow in Australian fiction writing. Int. J. Creativity Problem Solving, 22(1):61-76.

 
 

Paulus PB, Dzindolet MT, Poletes G, Camacho LM (1993). Perception of performance in group brainstorming: The illusion of group productivity. Personality Soc. Psychol. Bull. 19(1):78-89.
Crossref

 
 

Paulus PB, Dzindolet M, Kohn NW (2012). Collaborative creativity-Group creativity and team innovation. In M. Mumford (Ed.) Handbook of organizational creativity (pp. 327-357). London, England: Academic Press.
Crossref

 
 

Paulus PB, Nijstad B (2003). Group creativity: Innovation through collaboration. Oxford, NY: Oxford University Press. Retrieved from 
Crossref

 
 

Paulus PB, Larey TS, Ortega AH (1995). Performance and perceptions of brainstormers in an organizational setting. Basic Appl. Soc. Psychol. 17(1-2):249-265. 
Crossref

 
 

Peppler KA, Solomou M (2011). Building creativity: collaborative learning and creativity in social media environments. On the Horizon, 19(1):13-23. 
Crossref

 
 

Pritchard RD, Jones SD, Roth PL, Stuebing KK, Ekeberg SE (1988). Effects of group feedback, goal setting, and incentives on organizational productivity. J. Appl. Psychol. 73(2):337-358.
Crossref

 
 

Raffaelli Q, Mills C, Christoff K (2017). The knowns and unknowns of boredom: a review of the literature. Experimental Brain Research, 1-12. 
Crossref

 
 

Reeve J, Bolt E, Cai Y (1999). Autonomy-supportive teachers: How they teach and motivate students. J. Educ. Psychol. 91(3):537-548.
Crossref

 
 
   
 

Reeve J, Jang H (2006). What teachers say and do to support students' autonomy during a learning activity. J. Educ. Psychol. 98(1):209-218. 
Crossref

 
 

Roth G, Assor A, Kanat-Maymon Y, Kaplan H (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. J. Educ. Psychol. 99(4):761-774. 
Crossref

 
 

Runco MA (2004). Creativity. Annual Rev. Psychol. 55(1):657-687. 
Crossref

 
 

Salanova M, Bakker AB, Llorens, S (2006). Flow at work: Evidence for an upward spiral of personal and organizational resources. J. Happiness Stud. 7(1):1-22.
Crossref

 
 

Salanova M, Rodríguez-Sánchez AM, Schaufeli WB, Cifre E (2014). Flowing together: A longitudinal study of collective efficacy and collective flow among workgroups. J. Psychol. 148(4):435-455.
Crossref

 
 

Sawyer K (2003). Group creativity: Music, theater, collaboration. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

 
 

Sawyer K (2007). Group genius: The creative power of collaboration. New York, NY: Basic Books.

 
 

Sheehan DP, Katz L (2012). The practical and theoretical implications of flow theory and intrinsic motivation in designing and implementing exergaming in the school environment. Loading..., 6(9).

 
 

Shernoff DJ, Csikszentmihalyi M, Schneider B, Shernoff ES (2003). Student Engagement in High School Classrooms from the Perspective of Flow Theory. School Psychol. Q. 18(2):158-76.
Crossref

 
 

Steiner E (1978). Group processes. New York, NY: Academic Press.

 
 

Thimot S (2016). Teams, Trust, and Social Flow: A Grounded Theory Exploration. Royal Roads University, Canada.

 
 

van Loon AM, Ros A, Martens R (2012). Motivated learning with digital learning tasks: What about autonomy and structure? Educ. Technol. Res. Devel. 60(6):1015-1032.
Crossref

 
 

Velikovsky J (2014). Flow Theory, Evolution & Creativity: Or, "Fun & Games." In Proceedings of the 2014 Conference on Interactive Entertainment (p. 23:1–23:10). New York, NY, USA: ACM. 
Crossref

 
 

Vollmeyer R, Rheinberg F (2006). Motivational effects on self-regulated learning with different tasks. Educ. Psychol. Rev. 18(3):239-253. 
Crossref

 
 

Vroom VH, Yetton PW (1973). Leadership and decision-making (Vol. 110). University of Pittsburgh Press.
Crossref

 
 

Walker CJ (2010). Experiencing flow: Is doing it together better than doing it alone? J. Positive Psychol. 5(1):3-11. 
Crossref

 
 

Wegner DM (1987). Transactive memory. In B. Mullen & G. R. Goethals (Eds.), Theories of group behavior (pp. 185–208). New York, NY: Springer-Verlag.
Crossref

 
 

Weick KE, Roberts KH (1993). Collective mind in organizations: Heedful interrelating on flight decks. Adm. Sci. Q. 38(3):357-381.
Crossref

 
 

Weldon E, Weingart LR (1993). Group goals and group performance*. Bri. J. Soc. Psychol. 32(4):307-334. 
Crossref

 
 

Wenger E, McDermott RA, Snyder W (2002). Cultivating communities of practice: A guide to managing knowledge. Brighton, MA: Harvard Business Press.

 
 

Woolley AW, Chabris CF, Petland A, Hashmi N, Malone TW (2010). Evidence for a Collective Intelligence Factor in the Performance of Human Groups. Sci. 330:686-688.
Crossref

 
 

Yan Y, Davison RM, Mo C (2013). Employee creativity formation: The roles of knowledge seeking, knowledge contributing and flow experience in Web 2.0 virtual communities. Computers Hum. Behav. 29(5):1923-1932. 
Crossref

 
 

Zhou J (1998). Feedback valence, feedback style, task autonomy, and achievement orientation: Interactive effects on creative performance. J. Appl. Psychol. 83(2):261-276. 
Crossref