AKIŞ DENEYİMİ ÜZERİNE GENEL BİR LİTERATÜR TARAMASI

Yıl 2019, Sayı: 37, 181 - 199, 24.10.2019

Nuray Turan

https://doi.org/10.30794/pausbed.562564

Cited By: 10

Öz

Optimum deneyim veya ototelik deneyim olarak da bilinen akış deneyimininin kökeni 1960’larda Maslow’un doruk
deneyim çalışmalarına dayanan, 1970’lerde
Csikszentmihalyi
tarafından geliştirilen ve pozitif psikoloji içinde yer alan bir araştırma
alanıdır.

Akış deneyimi, bağımlı ve bağımsız değişken olarak
uygulamalı araştırmalarda çalışılmış olmasına rağmen; net bir tanımının
olmadığı ve Türkçe literatürde tam olarak karşılığını bulamadığı dikkat
çekmektedir. Bu nedenle, bu makalede akış deneyimine ilişkin genel bir
literatür taraması yapılarak; akış deneyiminin teorik alt yapısına, tanımlarına,
araştırma alanlarına, boyutlarına ve modellerine yer verilmiştir.  Elde edilen bulgulara göre; “psikolojik/zihinsel/bilişsel durum, herhangi
bir faaliyette bulunma, yoğunlaşma,
ilgili faaliyetten keyif alma, kendini verme, zorlukla/zorluklarla
mücadele, optimal deneyim, motive olmuş hissetme, hedef, ilgili faaliyet için
beceri sahibi olma ve geri bildirim”in akış deneyimi tanımlarında, boyutlarında
ve modellerinde en sık kullanılan kavraml/ifadeler olduğu görülmektedir.
Araştırma alanlarının ise; spor alanında başladığı oyun, sanat, dans ve müzik,
eğitim ve çalışma gibi insan yaşamının pek çok yerinde yaşanabildiği dikkat
çekmektedir. 

Anahtar Kelimeler

Akış Deneyimi, Akış Deneyimi Teorisi, Ototelik Deneyim, Optimum Deneyim, Akış Deneyimi Boyutları

A GENERAL LITERATURE REVIEW ON FLOW EXPERIENCE

Öz

Flow experience, also known as optimum
experience or autotelic experience and it is based on Maslow's peak experience
in the 1960s, a study of positive psychology developed by Csikszentmihalyi in
the 1970s. the field.

Although the flow experience for various fields
has been studied in applied research as a dependent and independent variable;
it attracts attention. That it does not have a clear definition and cannot find
its exact value in the Turkish literature. Therefore, in this article, a
general literature review on the flow experience is done; theoretical
background, definition, research areas, dimensions and models of flow
experience.

According to the findings of the literature
review; psychological / mental / cognitive status, experience, engaging in any
activity, intense involvement  and concentration, enjoyment of the
relevant activity, absorption, challenge with difficulty / difficulties,
optimal experience, motivated feeling, goal, skills for related activity,
feedback are seen as the most commonly used concepts in flow definitions,
dimensions and models. In addition to this,
the flow experience research areas began in the sports field. It can be
experienced in many places of human life such as play, art, dance and music,
education and working. 

Anahtar Kelimeler

Flow Experience, Flow Experience Theory, Autotelic Experience, Optimum Experience, Flow Dimensions

Kaynakça

• Adding flow to a positive education, http://blogs.ridleycollege.com/blog/2017/04/26/adding-flow-to-a-positive-education/ 28.09.2018.
• Aleksić, D. (2016). The negative aspects of flow: examining relationships between flow and unethical behavior, (Unpublised Doctoral Thesis). Ljubljane. Alex Linley, P., Joseph, S., Harrington, S., & Wood, A. M. (2006). Positive psychology: Past, present, and (possible) future. The Journal of Positive Psychology, 1(1), 3- 16. Retrieved from Google Scholar.
• APA Dictionary of Psychology, https://dictionary.apa.org/ 7.11.2018.
• Arnould, E.J. & Price, L.L. (1993). River magic: Extraordinary experience and the extended service encounter. Journal of Consumer Research, 20, 39-68.
• Asakava, K. (2004). Flow experience and autotelic personality in japanese college students: how do they experience challenges in daily life?. Journal of Happiness Studies, 5,123-154.
• Asakawa, K. (2010). Flow experience, culture and well-being: How do autotelic japanese college students feel, behave, and think in their daily lives?. Journal of Happiness Studies, 11(2), 205-223.
• Aşçı, F.H., Çağlar, E. Eklund, R.C. Altıntaş, A. & Jackson, S. (2007). durumluk ve sürekli optimal performans duygu durum-2 ölçekleri’nin uyarlama çalışması. Hacettepe Spor Bilimleri Dergisi, 18(4),182-196.
• Aubé, C., Brunelle, E., & Rousseau, V. (2014). Flow experience and team performance: The role of team goal commitment and information exchange. Motivation and Emotion, 38(1), 120-130.
• Bakker, A., Golub, T.L. & Rijavec, M. (2017). Validation of the study-related flow inventory (WOLF-S). Croatian Journal of Education, 9(1), 147-173.
• Bakker, A.B. (2005). Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behavior, 66(1), 26-44.
• Bakker, A.B. (2008). The work related flow inventory: Construction and initial validation of the WOLF. Journal of Vocational Behavior, 72(3), 400-414.
• Bakker, A.B. & Woerkom, M. V. (2017). Flow at work: A self-determination perspective. Occupational Health Science, 1(1), 1-2.
• Beard, K.S. (2015). Theoretically speaking: An interview with Mihaly Csikszentmihalyi on flow theory development and its usefulness in addressing contemporary challenges in education. Education Psychology Review, 27, 353-364.
• Bernard, R. (2009). Music making, transcendence, flow, and music education. International Journal of Education & the Arts, 10(14),1-22.
• Blood, J.A. (2006). Non-Industrial textile production as optimal experience: applicability of the flow theory to clothing and textiles subject matter. (Unpublished Doctoral Thesis). USA: Oregon State University.
• Bonaiuto, M., Mao, Y., Roberts, S., Psalti, A., Ariccio, S., Cancellieri, U.G. & Csikszentmihaly, C. (2016). Optimal experience and personal growth: Flow and the consolidation of place identity. Frontiers in Psychology, 7, 1-12.
• Carli, M., Fave, A. D. & Massimini, F. (1988). The quality of experience in the flow channels: Comparison of ıtalian and u.s. students. Optimal experience: Psychological Studies of Flow in Consciousness (pp. 288-318). New York, NY, US: Cambridge University Press.
• Celsi, R.L. Rose, R.L. & Leigh, T.W.(1993). An exploration of high-risk leisure consumption through skydiving. Journal of Consumer Research, 20(1), 1-23.
• Chalofsky, N. (2003). An emerging construct for meaningful work. Human Resource Development International. 6(1):69-83. DOI: 10.1080/1367886022000016785.
• Chen, H., Wigand, R.T. & Nilan, M.S. (1999). Optimal experience of web activities school of information studies. Computers in Human Behavior, 15, 585- 608.
• Chilton, G. (2013). Art therapy and flow: A review of the literature and applications. Art Therapy, 30(2), 64-70.
• Chirico, A., Serino, S., Cipresso, P., Gaggioli, A. & Riva, G. (2015). When music “flows”. state and trait in musical performance, composition and listening: A systematic review. Frontiers in Psychology, 6(1), 1-14.
• Clone, N. (1997). Finding flow. reviews the book 'finding flow,' by mihaly csikszentmihalyi. Psychology Today. https://www.psychologytoday.com/us/articles/199707/finding-flow, (21.06.2018).
• Cranston, S. & Keller, S.(2013). Increasing the ‘Meaning Quotient’ of work. https://www.mckinsey.com/business-functions/organization/our-insights/increasing-the-meaning-quotient-of-work. 8.11.2018
• Csiksentmihalyi, M. (1993). The evolving self: A psychology for the third millennium, New York: HarperCollins.
• Csikszentmihalyi M. (1997). Happiness and creativity: going with the flow. Special Report on Happiness, 31(5), 8-12.
• Csikszentmihalyi, M. & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56(5), 815-822.
• Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Experiencing flow in wok and play. San Francisco: Jossey-Bass.
• Csikszentmihalyi, M. (1988). Optimal experience: psychological studies of flow consciousness. New York: Cambridge University Press.
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Journal of Leisure Research, 24(1), 93-94.
• Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books. Reviews the book 'Finding Flow,' by Mihaly Csikszentmihalyi.
• Csikszentmihalyi, M. (2000). Happiness, flow, and economic equality. American Psychologist, 55(10),1163-1164.
• Csikszentmihalyi, M. (2008). Flow: the psychology of optimal experience. Harper Perennial Modern Classics.
• DeCharms, R. C. (1968). Personal Causation: The Internal Affective Determinants of Behavior. New York: Academic Press.
• Deci, E. (1975). Intrinsic motivation. New York: Plenum.
• Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Deci, E. L. & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9, 1-11.
• Delle Fave, A., & Massimini, F. (2005). The relevance of subjective wellbeing to social policies: Optimal experience and tailored intervention. In Huppert, F.A.; Baylis, N. ve Keverne, B. (2005), The Science of Well-being. Oxford University Press.
• Demerouti, E., Bakker, A.B. & Fried, Y. (2012). Work orientations in the job demands‐resources model. Journal of Managerial Psychology, 2(6), 557-575.
• Dictionary.com, LLC, https://www.dictionary.com/browse/peak-experience 6.11.2018.
• Eccles, J.S. & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review Psychology, 53, 110-125.
• Eklund, R. & Jackson, S.A. (2011). The Flow Scales manual. Project: Flow in Physical Activity.
• Ellis, G.D., Voelkl, J.D. & Morris, C. (1994). Measurement and analysis issues with explanation of variance in daily experience using the flow model. Journal of Leisure Research, 26(4), 337-356.
• Engeser, S. & Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32(3), 158-172.Factors determining the optimal experience at work.http://nowystylgroup.com/files/catalogue/pl/raport_csr/Flow%20at%20work_en.pdf, (09.05.2019).
• Fagerlind, A., Gustavsson, M., Johansson, G. & Ekberg, K. (2013). Experience of work-related flow: Does high decision latitude enhance benefits gained from job resources?. Journal of Vocational Behavior, 83,161-170 .
• Faiola, A., Newlon C., Pfaff & M., Smyslova, O. (2013). Correlating the effects of flow and telepresence in virtual worlds: enhancing our understanding of user behavior in game-based learning. Computers in Human Behavior, 29,1113-1121.
• Fave, A. D. (2009). Optimal experience and meaning: Which relationship?. Psychological Topics, 18(2), 285-302.Finneran, C. & Zhang, P. (2003). A person-artifact-task (pat) model of flow antecedents in computer-mediated environments. International Journal of Human-Computer Studies, 59(4), 475-496.
• Freire T. (2011) From Flow to Optimal Experience: (Re)Searching the quality of subjective experience throughout daily life. In: Brdar I. (eds) The Human Pursuit of Well-Being. Springer, Dordrecht. doi: 10.1007/978-94-007-1375-8_5
• Fullagar, C. & Fave, A. D. (2017). Flow at work: Measurement and implications. New York: Routledge.Fullagar, C.J. & Kelloway, E . K . (2009). Flow at work: An experience sampling approach. Journal of Occupational and Organizational Psychology, 82(3), 595-615.
• Fullagar, C.J., Knight, P.A. & Sovern, H.S. (2012). Challenge/Skill balance, flow, and performance anxiety. Applied Psychology, 62(2), 236-259.Ghani, J.A. & Deshpande, S.P. (1994). Task characteristics and the experience of optimal flow in human-computer ınteraction. The Journal of Psychology-Interdisciplinary and Applied, 128(4), 382-391.
• Ghani, J.A. ve Deshpande, S.P. (1994). Task characteristics and the experience of optimal flow in human-computer ınteraction. The Journal of Psychology-Interdisciplinary and Applied, 128(4), 382-391.
• Ghani, J.A., Supnick, R. & Rooney, P.(1991). The experience of flow in computer-mediated and in face-to-face groups. International Conference on Information Systems. ICIS 1991 Proceedings. 9:229- 237.
• Giasiranis, S. & Sofos, L. (2017). Flow experience and educational effectiveness of teaching ınformatics using AR. Journal of Educational Technology & Society, 20(4), 8-88.
• Goleman, D. (2013). How to Achieve a Flow State. https://www.linkedin.com/pulse/20131118133716-117825785-how-to-achieve-a-flow-state. 09.05.2019).
• Harris, D. J., Vine, S. J. & Wilson, M. R. (2017). Is flow really effortless? The complex role of effortful attention. Sport, Exercise and Performance Psychology, 6(1),103-114.
• Hefferon, K.M. & Ollis, S. (2006). ‘Just clicks’: an ınterpretive phenomenological analysis of professional dancers’ experience of flow. Research in Dance Education.7(2), 141-159.
• Heo, J., Lee, Y., Pedersen, P.M. & McCormick, B.P. (2010). Flow experience in the daily lives of older adults: An analysis of the ınteraction between flow, ındividual differences, serious leisure, location, and social context. Canadian Journal on Aging, 1-13.
• Ho, L.A. & Kuo, T.H. (2010). How can one amplify the effect of e-learning? An examination of high-tech employees’ computer attitude and flow experience. Computers in Human Behavior, 26, 23-31.
• Hoffman, D.L. & Novak, T.P. (1996). Marketing in hypermedia computer-mediated environments: Conceptual foundations. Journal of Marketing, 60, 50-68.
• Hoffman, D.L. & Novak, T.P. (2009). Flow online: Lessons learned and future prospects. Journal of Interactive Marketing, 23, 23-34.
• Hsu, C. L. & Lu, H. P. (2004). Why do people play online games? An extended tam with social ınfluences and flow experience. Information & Management, 41(7), 853-868.
• Little, G. (2014). Happiness Strategy #8: Increasing Flow Experiences http://www.firstcreatehappiness.com/wp-content/uploads/2011/09/Increasing-Flow.pdf 22.02.2019
• Schmidt, J. (2010). Flow in Education. Northern Illinois University. http://www.niu.edu/eteams/pdf_s/CHALLENGE_FlowEducation.pdf. (08.05.2019).
• Sports Psychology Flow. https://psychology.iresearchnet.com/sports-psychology/sports-emotions/sports-psychology-flow/.
• Cranston, S. ve Keller, S.(2013). Increasing the ‘Meaning Quotient’ of Work. https://www.mckinsey.com/business-functions/organization/our-insights/increasing-the-meaning-quotient-of-work. 8.11.2018
• Ittersum, K.W.V. (2015). The distinctiveness of engagement and flow at work. (Unpublished Doctoral Thesis). Manhattan: Kansas State University.
• Jackson, S. A. & Eklund, R. C. (2004). The Flow Scales Manual. Morgantown. WV: Fitness Information Technology.
• Jackson, S. A. & Eklund, R. C. (2002). Assessing flow in physical activity: The flow state scale-2 and dispositional flow scale-2. Journal of Sport & Exercise Psychology, 24,133-150.
• Jackson, S. A. & Marsh, H. W. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport and Exercise Psychology,18,17-35.
• Jackson, S. A. (1996). Toward a conceptual understanding of the flow experience in elite athletes. Research Quarterly for Exercise and Sport, 67(1), 76–90.
• Jackson, S. A. (2000). Joy, fun, and flow state in sport. emotions in sport (pp. 135-155). Champaign, IL, US: Human Kinetics.
• Jackson, S. A., Kimiecik, J. C., Ford, S. & Marsh, H. W. (1998). Psychological correlates of flow in sport. Journal of Sport and Exercise Psychology, 20(4), 358-378.
• Jeong, E.H. (2012). The application of ımagery to enhance 'flow dtate' in dancers. (Unpublished Doctoral Thesis). Australia: School of Sport and Exercise Science Faculty of Arts, Education Human Development Victoria University.
• Jones, D.C., Hollenhorst, S.J. & Perna, F. (2003). An empirical comparison of the four channel flow model and adventure experience paradigm. Leisure Sciences, 25(1),17-31.
• Kasa, M., Hassan, Z. & Tay, C.A. (2003): Flow at work: The contributing factors. 4th International Conference on Teaching and Learning: Higher Learning in the Asean Context (ICTL 2013). Grand Four Wings Convention Hotel, Bangkok, Thailand.
• Kawabata, M., Mallett, C.J. & Jackson, S.A. (2008). The flow state scale-2 and dispositional flow scale-2: examination of factorial validity and reliability for japanese adults. Psychology of Sport and Exercise, 9(4), 465-485.
• Kefor, T. (2015). Arts students in flow: An interpretative phenomenological analysis. (Unpublished Doctoral Thesis). Boston, Massachusetts: College of Professional Studies Northeastern University.
• Kennedy, P., Miele, D.B. & Metcalfe, J. (2014). The cognitive antecedents and motivational consequences of the feeling of being in the zone. Consciousness and Cognition, 30, 48-61.
• Kiili, K. (2005). Content creation challenges and flow experience in educational games: The ıtemperor case. The Internet and Higher Education, 8(3):183-198. doi.org/10.1016/j.iheduc.2005.06.001 .
• Kiili, K., Freitas, S.I., Arnab, S. & Lainema, T. (2012). The design principles for flow experience in educational games. Procedia Computer Science, 15, 78-91.
• Kuhlkamp, N. (2015). How to promote flow experiences at work: The ımpact of a mindfulness-based ıntervention and the role of trait mindfulness. (Unpublished Master's Thesis). Netherlands: Faculty of Psychology and Neuroscience, Maastricht University.
• Lambert, J., Chapman, J. & Lurie, D. (2013). Challenges to the four-channel model of flow: primary assumption of flow support the moderate challenging control channel. The Journal of Positive Psychology, 8(5), 395-403. DOI: 10.1080/17439760.2013.809138
• Lambert, L., Passmore, H.A. & Holder, M.D. (2015). foundational frameworks of positive psychology: mapping well-being orientations. Canadian Psychology, 56(3), 311-321.
• Larson, R. & Richards, M. H. (1994). Divergent realities: The emotional lives of mothers, fathers, and adolescents. New York: Basic Books.
• Lee, I. & Kwon, H.J. (2005). Relations among flow, ınformation processing strategies, and performance in a computer-based simulation game. Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications Montreal, Canada: Association for the Advancement of Computing in Education (AACE). pp.986-992.
• Liao, L. F.(2006). A Flow Theory perspective on learner motivation and behavior in distance education. Distance Education. 27(1), 45-62.
• Little, G. (2014). Happiness strategy #8: increasing flow experiences. http://www.firstcreatehappiness.com/wp-content/uploads/2011/09/Increasing-Flow.pdf22.02.2019
• Maeran, R. & Cangiano F. (2013). Flow experience and job characteristics: analyzing the role of flow in job satisfaction. TPM- Testing, Psychometrics, Methodology in Applied Psychology 20 (1),13-26.
• Manzano, Ö., Theorell, T. Harmat, L. & Ullén, F. (2010). The psychophysiology of flow during piano playing. emotion. American Psychological Association, 10(3), 301-311.
• Martin, A.J. & Jackson, S.A. (2008). Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains. Motivation and Emotion, 32(3), 141-157.
• Massarella, F.L. (2009). Intrinsic motivation and the flow mental state in street runners. this article is a result of the masters dissertation held in the university of physical education, unıcamp. master. Human Movement Psychology Laboratory. UNICAMP. Campinas, SP, Brazil.
• Massimini, F. & Carli, M. (1986). The psychology of science and culture. L'esperienza Quotidiana (pp. 65-84).
• Mauno, S., Kinnunen, U. & Ruokolainen, M. (2007). Job demands and resources as antecedents of work engagement: A longitudinal study. Journal of Vocational Behavior, 70(1),149-171.
• Mirlohi, M., Egbert, J. & Ghonsooly, B. (2011): Flow in translation: Exploring optimal experience for translation trainees. Target, 23(2),251-271. DOI: doi: 10.1075/target.23.2.06mi
• Moneta G.B. (2012). On the measurement and conceptualization of flow. In: Engeser S. (eds). Advances in Flow Research. Springer, New York, NY.
• Nah, F. F. H., Eschenbrenner, B., Zeng, Q., Telaprolu, V. R. & Sepehr, S. (2014). Flow in gaming: Literature synthesis and framework development. International Journal of Information Systems and Management, 1(1/2), 83–124.
• Nakamura, J. ve Csikszentmihalyi, M. (2002). The concept of flow. handbook of positive psychology (pp. 89-105). New York, NY, US: Oxford University Press.
• Nakamura, J. ve Csikszentmihalyi, M. (2009). flow theory and research. the oxford handbook of positive psychology, ( pp. 195-206), Oxford University Press.
• Nešić, M., Srdić, V., Kovačević, J. & Fratrić, F. (2014). The Importance of study the concept of flow in sport. Research in Physical Education, Sport and Health, 3(1), 143- 150.
• Norman, D.A. (2010). Optimal flow. Arts Education Policy Review, 97(4), 35-38.
• Novak, T.P. & Hoffman, D.L. (1997). Measuring the flow experience among web users. Paper Presented at Interval Research Corporation, July 31 1997. pp.1-35.
• Obadă, D.R. (2013). Flow theory and online marketing outcomes: a critical literature review. Procedia Economics and Finance, 6, 550-56.
• Özkara, B.Ç. (2015). Tüketicilerin çevrimiçi bilgi aramaları bağlamında akış deneyiminin bilgiden tatmin üzerindeki etkisinin araştırılması (Yayınlanmamış Doktora Tezi). Eskişehir: Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Enstitüsü.
• Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H. & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549.
• Perttula, A., Kiili, K. Lindstedt, A. & Tuomi, P. (2017). Flow experience in game based learning – A systematic literature review. International Journal of Serious Games, 4(1),57-72.
• Procci, K., Singer, A.R., Levy, K.R. & Bowers, C. (2012). Measuring the flow experience of gamers: An evaluation of the DFS-2. Computers in Human Behavior, 28, 2306-2312.
• Reynolds, F. & Prior, S. (2006). Creative adventures and flow in art-making: A qualitative study of women living with cancer. The British Journal of Occupational Therapy, 69(6), 255-262.
• Rha, I., Williams, M.D. & Heo, G. (2005). Optimal flow experience in web-based instruction. Asia Pacific Education Review, 6(1), 50-58. https://doi.org/10.1007/BF03024967.
• Rheinberg, F. & Engeser, S. (2018). Intrinsic motivation and flow: Motivation and action. (Editors) Jutta Heckhausen ve Heinz Heckhausen. (pp.579-622). Springer.
• Rich, G.J. (2016). Flow and optimal experience: methodological ımplications for ınternationalizing and contextualizing a positive psychology concept. PART 1. (Vestnik Rossiyskogo universiteta druzhby narodov). Vestnik Rossiyskogo Üniversitesi Bülteni. 2:1-17.
• Rodríguez Sánchez, A.M. (2009). The story flows on: a multi‐study on the flow experience. Spain: Spanish Ministry of Science and Technology.
• Rodríguez-Sánchez, A.M., Schaufeli, W., Salanova, M., Cifre, E. & Sonnenschein, M. (2011). Enjoyment and absorption: an electronic diary study on daily flow patterns. An International Journal of Work, Health & Organisations. Work & Stress. 25(1),75-92. DOI: 10.1080/02678373.2011.565619
• Rogatko, T. P. (2009). The ınfluence of flow on positive affect in college students. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 10(2), 133-148.
• Rollings, A. & Adams, E. (2003). Andrew rollings and ernest adams on game design. USA: New Riders.
• Ross, S. R. & Keiser, H. N. (2014). Autotelic personality through a five-factor lens: ındividual differences in flow-propensity. Personality and Individual Differences, 59, 3-8.
• Schafer, O. (2013). Crafting fun user experience: A method to facilitate flow. Human Factors International.
• Schmidt, J. (2010). Flow in education. Northern Illinois University.
• Sheldon, K.M., Prentice, M.,Halusic, M. (2014). the experiential ıncompatibility of mindfulness and flow absorption. Social Psychological and Personality Science, 1-8.
• Shernoff, D.J. & Csíkszentmihályi, M.(2009). Flow in schools cultivating engaged learners and optimal learning environments. Handbook of Positive Psychology in Schools (pp.131-146). New York: Routledge.
• Sidorová, D. (2015). Well-being, Flow Experience and Personal Characteristics of Individuals who Do Extreme Sports as Serious Leisure. (Unpublished Doctoral Thesis). Masaryk University. Brno, Czech Republic. Czechia.
• Šimleša, M., Guegan, J. Blanchard, E., Tarpin-Bernard, F. & Buisine, S. (2018). The flow engine framework: A cognitive model of optimal human experience. Europe's Journal of Psychology, 14(1), 232-253.
• Singh, G. & Malik, N. (2017). Study of dimensions of flow state of badminton players. Journal of Indonesian Physical Education and Sport, 3(1),10-18.Sports Psychology Flow.
• Stebbins, R. A. (1982). Serious leisure: A conceptual statement. Pacific Sociological Review, 25(2), 251-72.
• Swann C. (2016). flow in sport (pp. 51-64). Harmat L., Ørsted Andersen F., Ullén F., Wright J., Sadlo G. (eds) Flow Experience. Springer.
• Swann, C., Crust, L., Jackman, P., Vella, S.A., Allen, M.S. & Keegan, R. (2017). Psychological states underlying excellent performance in sport: toward an ıntegrated model of flow and clutch states. Journal of Applied Sport Psychology. 29(4):375-401.
• Swann, C., Crust, L., Jackman, P., Vella, S.A., Allen, M.S. & Keegan, R.(2017). Psychological states underlying excellent performance in sport: Toward an integrated model of flow and clutch states. Journal of Applied Sport Psychology, 29(4), 375-401.
• Swann, C., Keegan, R.J., Piggott, D. & Crust, L. A.B (2012). Systematic review of the experience, occurrence, and controllability of flow states in elite sport. Psychology of Sport and Exercise, 13, 807-819.
• Swann, C., Piggott, D., Schweickle, M. & Vella, S.A. (2018). A review of scientific progress in flow in sport and exercise: Normal science, crisis, and a progressive shift. Journal of Applied Sport Psychology, 30(3), 249-271.
• Tandon, T. (2017). A study on relationship between self efficacy and flow at work among young adults. International Journal of Indian Psychology, 4(4), 88-100.
• Tatalović Vorkapić, S. & Gović, A. (2016). The relationship between flow and personality traits among preschool teachers. Metodički Obzori: časopis za odgojno-obrazovnu teoriju i praksu (Metodolojik Ufuklar: Eğitim Teorisi ve Uygulaması Dergisi), 11(1), 24-40.
• Tellegen, A. & Atkinson, G. (1974). Openness to absorbing and self-altering experiences (absorption). a trait related to hypnotic susceptibility. Journal of Abnormal Psychology, 83(3), 268-277.
• Trevino, L.K & Webster, J. (1992). Flow in computer-mediated communication: Electronic mail and voice mail evaluation and impacts. Communication Research, 19(5), 539-573.
• Tureng Dictionary and Translation Ltd., https://tureng.com/tr/turkce-ingilizce/hypermedia, (14.02.2019).
• Ullén, F., Manzano, Ö., Almeida, R., Magnusson, P.K.E., Pedersen, N.L., Nakamura, J., Csíkszentmihályi, M. & Madison, M. (2012). Proneness for psychological flow in everyday life: Associations with personality and intelligence. Personality and Individual Differences, 52(2),167-172.
• Wilson, E. (2016). Flow and performance competency in modern and ballet dancers. Scripps Senior Theses. Paper 725. http://scholarship.claremont.edu/scripps_theses/725
• Wu, J.J. & Chang, Y.S. (2005). Towards understanding members' ınteractivity, trust, and flow in online travel community. Industrial Management & Data Systems, 105(7), 937-954.
• Xu, J., Chen, S. & Huang, D. (2016). Transforming psychological capital and flow experience of R&D employees into performance. 2016 Proceedings of PICMET '16: Technology Management for Social Innovation. Waikiki Beach Marriott Resort & Spa. Honolulu, Hawaii, USA. 4 - 8, September. 2016. pp. 1697-1705.
• Yeşiltaş, M. D. ve Türk, M. (2017). İŞ akış kuramı ve beş faktör kişilik modeli ilişkisi üzerine bir araştırma. Osmaniye Korkut Ata Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 1(2),117-128.
• Yoshida, K., Sawamura, D., Ogawa, K., Ikoma, K., Asakawa, K., Yamauchi, T. & Sakai, S. (2014). Flow experience during attentional training ımproves cognitive functions in patients with traumatic brain ınjury: an exploratory case study. Hong Kong Journal of Occupational, 24(2), 81-87.