Positive change and scholastic education
In this contribution the authors will explore the relationship between the school learning environment and positive psychological experience and theory. Specific attention will be addressed to flow, classroom experiences and optimal learning environments reported by scholars of education. The resear...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Book Chapter |
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De Gruyter Open Ltd
2014
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| Subjects: | |
| Online Access: | http://www.degruyter.com/view/product/449663 http://hdl.handle.net/20.500.11937/46500 |
| _version_ | 1848757575870316544 |
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| author | Cavanagh, Rob Sharnoff, D. |
| author2 | Inghilleri, P. |
| author_facet | Inghilleri, P. Cavanagh, Rob Sharnoff, D. |
| author_sort | Cavanagh, Rob |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In this contribution the authors will explore the relationship between the school learning environment and positive psychological experience and theory. Specific attention will be addressed to flow, classroom experiences and optimal learning environments reported by scholars of education. The research reported in this chapter examined associations between flow and characteristics of both students and learning environments in secondary school classrooms. The theoretical bases of related lines of inquiry in Australia and the USA were derived from flow theory. The research methodology was systematic phenomenology in which targeted empirical questions were answered by the application of empirical tools and statistical analyses. The research shows the importance of positive relationships, intrinsic motivation, emotional support, relational support, positive self-esteem and self-concept for promoting flow and student engagement in the classroom. The application of meta-cognitive strategies such as planning, strategizing, provision of feedback, high expectations and mastery experiences were also revealed as essential facilitators of flow in learning environments. |
| first_indexed | 2025-11-14T09:30:17Z |
| format | Book Chapter |
| id | curtin-20.500.11937-46500 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:30:17Z |
| publishDate | 2014 |
| publisher | De Gruyter Open Ltd |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-465002023-02-27T07:34:26Z Positive change and scholastic education Cavanagh, Rob Sharnoff, D. Inghilleri, P. Riva, G. Riva, E. Learning environment Flow High school Positive education In this contribution the authors will explore the relationship between the school learning environment and positive psychological experience and theory. Specific attention will be addressed to flow, classroom experiences and optimal learning environments reported by scholars of education. The research reported in this chapter examined associations between flow and characteristics of both students and learning environments in secondary school classrooms. The theoretical bases of related lines of inquiry in Australia and the USA were derived from flow theory. The research methodology was systematic phenomenology in which targeted empirical questions were answered by the application of empirical tools and statistical analyses. The research shows the importance of positive relationships, intrinsic motivation, emotional support, relational support, positive self-esteem and self-concept for promoting flow and student engagement in the classroom. The application of meta-cognitive strategies such as planning, strategizing, provision of feedback, high expectations and mastery experiences were also revealed as essential facilitators of flow in learning environments. 2014 Book Chapter http://hdl.handle.net/20.500.11937/46500 http://www.degruyter.com/view/product/449663 De Gruyter Open Ltd fulltext |
| spellingShingle | Learning environment Flow High school Positive education Cavanagh, Rob Sharnoff, D. Positive change and scholastic education |
| title | Positive change and scholastic education |
| title_full | Positive change and scholastic education |
| title_fullStr | Positive change and scholastic education |
| title_full_unstemmed | Positive change and scholastic education |
| title_short | Positive change and scholastic education |
| title_sort | positive change and scholastic education |
| topic | Learning environment Flow High school Positive education |
| url | http://www.degruyter.com/view/product/449663 http://hdl.handle.net/20.500.11937/46500 |