SpringerLink
Log in

Flow Experience in Human Development: Understanding Optimal Functioning Along the Lifespan

  • Chapter
  • First Online:
Advances in Flow Research

  • 2560 Accesses

Abstract

In this chapter, we discuss the idea of flow experience in human development. We consider that the study of flow and its complexity should take a developmental and ecological framework into consideration since the experience of flow occurs in the interaction between the individual and his/her daily contexts. Besides this, we show how flow is, by its nature, anchored in developmental science and developmental psychology, contributing to the development of new skills and resources that help the individual to mature, grow and reach an optimal level of functioning.

Research has shown that flow plays an essential role in buffering psychopathology and enhancing mental health and well-being. Hence, we discuss how it can be intentionally applied in psychological interventions to promote positive human development, presenting some relevant and recent therapeutic applications of flow.

We also present the main findings on flow research across the lifespan. Despite being initially researched in adolescence and leisure, flow has been empirically studied across several contexts and populations (from infants to the elderly), using different methodologies (e.g. the experience sampling method). By summarizing the results for each developmental period, we identify the specificities concerning flow experience in each age group, considering the tasks, challenges and the contexts in which individuals are involved in their developmental stages. We can also see how the influence of external and internal factors in flow experience evolves and changes across development. Finally, the authors conclude with the relevance of studying flow experience and its applications within a developmental and ecological perspective in order to better understand and foster positive human development.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
EUR 29.95
Price includes VAT (Thailand)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
EUR 117.69
Price includes VAT (Thailand)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
EUR 139.99
Price excludes VAT (Thailand)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free ship** worldwide - see info
Hardcover Book
EUR 139.99
Price excludes VAT (Thailand)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free ship** worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Albert-Lőrincz, E., Albert-Lőrincz, M., Kádár, A., Krizbai, T., & Lukács-Márton, R. (2011). Relationship between the characteristics of the psychological immune system and the emotional tone of personality in adolescents. The New Educational Review, 23(1), 103–113. Retrieved from http://www.educationalrev.us.edu.pl/e23/a7.pdf

  • Asakawa, 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. https://doi.org/10.1023/B:JOHS.0000035915.97836.89.

    Article  Google Scholar 

  • 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, 205–223. https://doi.org/10.1007/s10902-008-9132-3.

    Article  Google Scholar 

  • Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (1998). Lifespan theory in developmental psychology. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 1029–1143). Hoboken, NJ: Wiley.

    Google Scholar 

  • Baltes, P. B., & Reese, H. W. (1984). The life-span perspective in developmental psychology. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (pp. 493–531). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Barry, G., van Schaik, P., MacSween, A., Dixon, J., & Martin, D. (2016). Exergaming (XBOX KinectTM) versus traditional gym-based exercise for postural control, flow and technology acceptance in healthy adults: A randomised controlled trial. BMC Sports Science, Medicine and Rehabilitation, 8(25), 1–11. https://doi.org/10.1186/s13102-016-0050-0.

    Article  Google Scholar 

  • Bassi, M., & Delle Fave, A. (2012). Optimal experience and self-determination at school: Joining perspectives. Motivation and Emotion, 36(4), 425–438. https://doi.org/10.1007/s11031-011-9268-z.

    Article  Google Scholar 

  • Bassi, M., Steca, P., Monzani, D., Greco, A., & Delle Fave, A. (2014). Personality and optimal experience in adolescence: Implications for well-being and development. Journal of Happiness Studies, 15(4), 829–843. https://doi.org/10.1007/s10902-013-9451-x.

    Article  Google Scholar 

  • Bolger, N., & Laurenceau, J.-P. (2013). Intensive longitudinal methods. An introduction to diary and experience sampling research. New York: Guilford Press.

    Google Scholar 

  • Bonaiuto, M., Mao, Y., Roberts, S., Psalti, A., Ariccio, S., Ganucci Cancellieri, U., & Csikzentmihalyi, M. (2016). Optimal experience and personal growth: Flow and the consolidation of place identity. Frontiers in Psychology, 7, 1654. https://doi.org/10.3389/fpsyg.2016.01654.

    Article  Google Scholar 

  • Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619–648). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 793–828). Hoboken, NJ: Wiley.

    Google Scholar 

  • Carpentier, J., Mageau, G. A., & Vallerand, R. J. (2012). Ruminations and flow: Why do people with a more harmonious passion experience higher well-being? Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 13(3), 501–518. https://doi.org/10.1007/s10902-011-9276-4.

    Article  Google Scholar 

  • Chang, H. H. (2017). Flow experience in the leisure activities of retirees. Society and Leisure, 40(3), 401–419. https://doi.org/10.1080/07053436.2017.1379163.

    Article  Google Scholar 

  • Cheng, T.-M., Hung, S.-H., & Chen, M.-T. (2016). The influence of leisure involvement on flow experience during hiking activity: Using psychological commitment as a mediate variable. Asia Pacific Journal of Tourism Research, 21, 1–19. https://doi.org/10.1080/10941665.2014.1002507.

    Article  Google Scholar 

  • Chen-Hafteck, L., & Schraer-Joiner, L. (2011). The engagement in musical activities of young children with varied hearing abilities. Music Education Research, 13(1), 93–106. https://doi.org/10.1080/14613808.2011.553279.

    Article  Google Scholar 

  • Choe, K., Kang, Y., Seo, B. S., & Yang, B. (2015). Experiences of learning flow among Korean adolescents. Learning and Individual Differences, 39, 180–185. https://doi.org/10.1016/j.lindif.2015.03.012.

    Article  Google Scholar 

  • Clementson, C. (2019). A mixed methods investigation of flow experience in the middle school instrumental music classroom. Research Studies in Music Education, 41(1), 43–60.

    Article  Google Scholar 

  • Collins, A. L., Sarkisian, N., & Winner, E. (2009). Flow and happiness in later life: An investigation into the role of daily and weekly flow experiences. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 10(6), 703–719. https://doi.org/10.1007/s10902-008-9116-3.

    Article  Google Scholar 

  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey Bass.

    Google Scholar 

  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.

    Google Scholar 

  • Csikszentmihalyi, M., & Hunter, J. (2003). Happiness in everyday life: The uses of experience sampling. Journal of Happiness Studies, 4, 185–199. https://doi.org/10.1023/A:1024409732742.

  • Csikszentmihalyi, M. (2014). Applications of flow in human development and education: The collected works of Mihaly Csikszentmihalyi. New York, NY: Springer Science + Business Media. https://doi.org/10.1007/978-94-017-9094-9.

    Book  Google Scholar 

  • Csikszentmihalyi, M., & Beattie, O. V. (1979). Life themes: A theoretical and empirical exploration of their origins and effects. Journal of Humanistic Psychology, 19(1), 45–63.

    Article  Google Scholar 

  • Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the experience sampling method. Journal of Nervous and Mental Disease, 175(9), 526–536.

    Article  Google Scholar 

  • Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56(5), 815–822. https://doi.org/10.1037/0022-3514.56.5.815.

    Article  Google Scholar 

  • Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of flow in everyday life. Toward a theory of emergent motivation. In J. E. Jacobs (Ed.), Current theory and research in motivation, Vol. 40. Nebraska Symposium on Motivation, 1992: Developmental perspectives on motivation (pp. 57–97). Lincoln, NE: University of Nebraska Press.

    Google Scholar 

  • Custodero, L. A. (2005). Observable indicators of flow experience: a developmental perspective on musical engagement in young children from infancy to school age. Music Education Research, 7(2), 185–209. https://doi.org/10.1080/14613800500169431.

    Article  Google Scholar 

  • Dahl, R. E. (2004). Adolescent brain development: A period of vulnerabilities and opportunities. Keynote address. Annals of the New York Academy of Sciences, 1021, 1–22. https://doi.org/10.1196/annals.1308.001.

    Article  Google Scholar 

  • Dahl, R. E., Allen, N. B., Wilbrecht, L., & Suleiman, A. B. (2018). Importance of investing in adolescence from a developmental science perspective. Nature, 554, 441–450. https://doi.org/10.1038/nature25770.

    Article  Google Scholar 

  • Delle Fave, A., & Massimini, F. (1992). The ESM and the measurement of clinical change: A case of anxiety disorder. In M. W. deVries (Ed.), The experience of psychopathology: Investigating mental disorders in their natural settings (pp. 280–289). Cambridge: New York, NY.

    Chapter  Google Scholar 

  • Delle Fave, A., & Massimini, F. (2005). The investigation of optimal experience and apathy developmental and psychosocial implications. European Psychologist, 10(4), 264–274. https://doi.org/10.1027/1016-9040.10.4.264.

    Article  Google Scholar 

  • Delle Fave, A., Massimini, F., & Bassi, M. (2011). Psychological selection and optimal experience across cultures. Social empowerment thorough personal growth. New York: Springer.

    Book  Google Scholar 

  • Freer, P. K. (2008). Teacher instructional language and student experience in middle school choral rehearsals. Music Education Research, 10(1), 107–124. https://doi.org/10.1080/14613800701871538.

  • Freire, T. (2013). Leisure experience and positive identity development in adolescents. In T. Freire (Ed.), Positive leisure science: from subjective experience to social contexts (pp. 61–79). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Freire, T., Lima, I., Teixeira, A., Araújo, M. R., & Machado, A. (2018). Challenge: To be+. A group intervention program to promote the positive development of adolescents. Children and Youth Services Review, 87, 173–185. https://doi.org/10.1016/j.childyouth.2018.02.035.

    Article  Google Scholar 

  • Freire, T., Tavares, D., Silva, E., & Teixeira, A. (2016). Flow, leisure and positive youth development. In L. Harmat, F. Ørsted Andersen, F. Ullén, J. Wright, & G. Sadlo (Eds.), Flow experience: Empirical research and applications (pp. 163–178). Switzerland: Springer International Publishing.

    Chapter  Google Scholar 

  • Freire, T., Teixeira, A., Silva, E., & Matias, G. (2015). Interventions for youth depression: from symptom reduction to well-being and optimal functioning. Journal of Behavior, Health and Social Issues, 6, 9–19. https://doi.org/10.5460/jbhsi.v6.2.50816.

    Article  Google Scholar 

  • Hektner, J., & Asakawa, K. (2000). Learning to like challenges. In M. Csikszentmihalyi & B. Schneider (Eds.), Becoming adult (pp. 95–112). New York, NY: Basic Books.

    Google Scholar 

  • Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: Sage Publications, Inc..

    Book  Google Scholar 

  • Heo, J., Lee, Y., Pedersen, P. M., & McCormick, B. P. (2010). Flow experience in the daily lives of older adults: An analysis of the interaction between flow, individual differences, serious leisure, location, and social context. Canadian Journal on Aging, 29(3), 411–423. https://doi.org/10.1017/S0714980810000395.

    Article  Google Scholar 

  • Hirao, K., Kobayashi, R., Okishima, K., & Tomokuni, Y. (2012). Flow experience and health-related quality of life in community dwelling elderly Japanese. Nursing and Health Sciences, 14(1), 52–57. https://doi.org/10.1111/j.1442-2018.2011.00663.x.

    Article  Google Scholar 

  • Hofferber, N., Basten, M., Großmann, N., & Wilde, M. (2016). The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience. International Journal of Science Education, 38(13), 2114–2132. https://doi.org/10.1080/09500693.2016.1229074.

    Article  Google Scholar 

  • Hong, J.-C., Hwang, M.-Y., Tai, K.-H., & Lin, P.-H. (2017). Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress. Computer Assisted Language Learning, 30(6), 552–574. https://doi.org/10.1080/09588221.2017.1329215.

    Article  Google Scholar 

  • Hsiao, H.-S., Chang, C. S., Lin, C.-Y., & Hu, P. M. (2014). Development of children’s creativity and manual skills within digital game-based learning environment. Journal of Computer Assisted Learning, 30(4), 377–395. https://doi.org/10.1111/jcal.12057.

    Article  Google Scholar 

  • Iida, K., & Oguma, Y. (2013). Relationships between flow experience, IKIGAI, and sense of coherence in tai chi practitioners. Holistic Nursing Practice, 27(5), 260–267. https://doi.org/10.1097/HNP.0b013e31829b9199.

    Article  Google Scholar 

  • Iida, K., & Oguma, Y. (2014). The relationship between flow experience and sense of coherence: A 1-year follow-up study. Holistic Nursing Practice, 28(2), 91–97. https://doi.org/10.1097/HNP.0000000000000018.

    Article  Google Scholar 

  • Ilies, R., Wagner, D., Wilson, K., Ceja, L., Johnson, M., DeRue, D., & Ilgen, D. (2017). Flow at work and basic psychological needs: Effects on well-being. Applied Psychology: An International Review, 66(3), 3–24. https://doi.org/10.1111/apps.12075.

    Article  Google Scholar 

  • Inal, Y., & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 455–464. https://doi.org/10.1111/j.1467-8535.2007.00709.x.

    Article  Google Scholar 

  • Inghilleri, P. (1999). From subjective experience to cultural change. Cambridge, England: Cambridge University Press.

    Book  Google Scholar 

  • Issaka, A., & Hopkins, L. (2017). Engagement with education: Music education in a paediatric hospital. International Journal of Educational Research, 83, 142–153. https://doi.org/10.1016/j.ijer.2017.02.012.

    Article  Google Scholar 

  • Kara, N., & Cagiltay, K. (2013). Flow experiences of adolescents in terms of internet café environment and computer game play characteristics. Procedia - Social and Behavioral Sciences, 89, 298–307. https://doi.org/10.1016/j.sbspro.2013.08.850.

    Article  Google Scholar 

  • Kaur, P., Dhir, A., Chen, S., & Rajala, R. (2016). Flow in context: Development and validation of the flow experience instrument for social networking. Computers in Human Behavior, 59, 358–367. https://doi.org/10.1016/j.chb.2016.02.039.

    Article  Google Scholar 

  • Kerig, P., Ludlow, A., & Wenar, C. (2012). Developmental psychopathology: From infancy through adolescence (6th ed.). London: McGraw-Hill Education.

    Google Scholar 

  • Kim, M. J., Lee, C.-K., & Bonn, M. (2017). Obtaining a better understanding about travel-related purchase intentions among senior users of mobile social network sites. International Journal of Information Management, 37(5), 484–496. https://doi.org/10.1016/j.i**fomgt.2017.04.006.

    Article  Google Scholar 

  • Kristianto, B. (2017). Factors affecting social network use by students in Indonesia. Journal of Information Technology Education: Research, 16(1), 69–103. https://doi.org/10.28945/3675.

    Article  Google Scholar 

  • Larson, R., & Csikszentmihalyi, M. (1983). The experience sampling method. New Directions for Methodology of Social and Behavioral Science, 15, 41–56.

    Google Scholar 

  • Lee, Y., & Choi, J. (2013). A structural equation model of predictors of online learning retention. Internet and Higher Education, 16, 36–42. https://doi.org/10.1016/j.iheduc.2012.01.005.

    Article  Google Scholar 

  • Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 1–17). Hoboken, NJ: Wiley.

    Google Scholar 

  • Li, E. C., & Luh, D.-B. (2017). Effect of game motivation on flow experience and companionship. Interaction Studies, 18(1), 95–115. https://doi.org/10.1075/is.18.1.05li.

    Article  Google Scholar 

  • Magyaródi, T., & Oláha, A. (2015). A cross-sectional survey study about the most common solitary and social flow activities to extend the concept of optimal experience. Europe’s Journal of Psychology, 11(4), 632–650. https://doi.org/10.5964/ejop.v11i4.866.

    Article  Google Scholar 

  • Mao, Y., Roberts, S., Pagliaro, S., Csikszentmihalyi, M., & Bonaiuto, M. (2016). Optimal experience and optimal identity: A multinational study of the associations between flow and social identity. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00067.

  • Marston, H. R., Kroll, M., Fink, D., & Gschwind, Y. J. (2016). Flow experience of older adults using the iStoppFalls exergame. Games and Culture, 11(1–2), 1–2. https://doi.org/10.1177/1555412015605219.

    Article  Google Scholar 

  • Massimini, F., Csikszentmihalyi, M., & Carli, M. (1987). The monitoring of optimal experience: A tool for psychiatric rehabilitation. Journal of Nervous and Mental Disease, 175(9), 545–549. https://doi.org/10.1097/00005053-198,709,000-00006.

    Article  Google Scholar 

  • Massimini, F., & Delle Fave, A. (2000). Individual development in a bio-cultural perspective. American Psychologist, 55, 24–33. https://doi.org/10.1037/0003-066X.55.1.24.

    Article  Google Scholar 

  • Mehl, M. R., & Conner, T. S. (2012). Handbook of research methods for studying daily life. New York, NY: Guilford Press.

    Google Scholar 

  • Mesurado, B. (2009). Structured vs. unstructured activity, carried out alone vs. in the company of others, and the optimal experience. Anales de Psicología, 25(2), 308–315.

    Google Scholar 

  • Mesurado, B., Cristina, M., & de Minzi, R. (2013). Child’s personality and perception of parental relationship as correlates of optimal experience. Journal of Happiness Studies, 14(1), 199–214. https://doi.org/10.1007/s10902-012-9324-8.

    Article  Google Scholar 

  • Myllykangas, S. A., Gosselink, C. A., Foose, A. K., & Gaede, D. B. (2002). Meaningful activity in older adults: Being in flow. World Leisure Journal, 44(3), 24–34. https://doi.org/10.1080/04419057.2002.9674276.

    Article  Google Scholar 

  • Nakamura, J. (2011). Contexts of positive adult development. In S. Donaldson, M. Csikszentmihalyi, & J. Nakamura (Eds.), Applied positive psychology (pp. 185–202). New York, NY: Routledge/Taylor & Francis.

    Google Scholar 

  • Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 89–105). New York, NY: Oxford University Press.

    Google Scholar 

  • Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In C. R. Snyder & S. J. Lopez (Eds.), Oxford handbook of positive psychology (pp. 195–206). Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195187243.013.0018.

    Chapter  Google Scholar 

  • Nielsen, K., & Cleal, B. (2010). Predicting flow at work: Investigating the activities and job characteristics that predict flow states at work. Journal of Occupational Health Psychology, 15(2), 180–190. https://doi.org/10.1037/a0018893.

    Article  Google Scholar 

  • Peifer, C., Syrek, C., Ostwald, V., Schuh, E., & Antoni, C. H. (2020). Thieves of flow: How unfinished tasks at work are related to flow experience and wellbeing. Journal of Happiness Studies, 21, 1641–1660. https://doi.org/10.1007/s10902-019-00149-z.

    Article  Google Scholar 

  • Pollak, S. D. (2015). Developmental psychopathology: Recent advances and future challenges. World Psychiatry, 14(3), 262–269. https://doi.org/10.1002/wps.20237.

    Article  Google Scholar 

  • Rathunde, K. (1997). Parent-adolescent interaction and optimal experience. Journal of Youth and Adolescence, 26(6), 669–689. https://doi.org/10.1023/A:1022344608624.

    Article  Google Scholar 

  • Rathunde, K., & Csikszentmihalyi, M. (2005). Middle school students’ motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education, 111(3), 341–371. https://doi.org/10.1086/428885.

    Article  Google Scholar 

  • Rathunde, K., & Csikszentmihalyi, M. (2006). The develo** person: An experiential perspective. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 465–515). Hoboken, NJ: Wiley.

    Google Scholar 

  • Reis, H. T. (2012). Why researchers should think “real-world”. A conceptual rationale. In M. R. Mehl & T. S. Conner (Eds.), Handbook of research methods for studying daily life (pp. 3–21). New York: Guilford Press.

    Google Scholar 

  • Riva, E., Freire, T., & Bassi, M. (2016). The flow experience in clinical settings: Applications in psychotherapy and mental health rehabilitation. In L. Harmat, F. Ørsted Andersen, F. Ullén, J. Wright, & G. Sadlo (Eds.), Flow experience: Empirical research and applications (pp. 309–326). Cham: Springer International Publishing.

    Chapter  Google Scholar 

  • Riva, E., Rainisio, N., & Boffi, M. (2014). Positive change in clinical settings: Fow experience in psychodynamic therapies. In P. Inghilleri, G. Riva, & E. Riva (Eds.), Enabling positive change. Flow and complexity in daily experience (pp. 74–90). De Gruyter. https://doi.org/10.2478/9783110410242.5.

  • Rivkin, W., Diestel, S., & Schmidt, K.-H. (2016). Which daily experiences can foster well-being at work? A diary study on the interplay between flow experiences, affective commitment, and self-control demands. Journal of Occupational Health Psychology, 23(1), 99–111. https://doi.org/10.1037/ocp0000039.

    Article  Google Scholar 

  • Robinson, J., Dixon, J., Macsween, A., van Schaik, P., & Martin, D. (2015). The effects of exergaming on balance, gait, technology acceptance and flow experience in people with multiple sclerosis: A randomized controlled trial. BMC Sports Science Medical Rehabilitation, 7(8), 1–12. https://doi.org/10.1186/s13102-015-0001-1.

    Article  Google Scholar 

  • Ruth, N., Spangardt, B., & Schramm, H. (2017). Alternative music playlists on the radio: Flow experience and appraisal during the reception of music radio programs. Musicae Scientiae, 21(1), 75–97. https://doi.org/10.1177/1029864916642623.

    Article  Google Scholar 

  • Sedig, K. (2007). Computers in human behavior toward operationalization of ‘flow’ in mathematics learnware. Computers in Human Behavior, 23, 2064–2092. https://doi.org/10.1016/j.chb.2006.11.001.

    Article  Google Scholar 

  • Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5.

  • Seligman, M. E. P., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. The American Psychologist, 61(8), 774–788. https://doi.org/10.1037/0003-066X.61.8.774.

    Article  Google Scholar 

  • Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410–421. https://doi.org/10.1037/0003-066X.60.5.410.

    Article  Google Scholar 

  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176. https://doi.org/10.1521/scpq.18.2.158.21860.

    Article  Google Scholar 

  • Srivastava, S., Tamir, M., McGonigal, K. M., John, O. P., & Gross, J. J. (2009). The social costs of emotional suppression: A prospective study of the transition to college. Journal of Personality and Social Psychology, 96(4), 883–897. https://doi.org/10.1037/a0014755.

    Article  Google Scholar 

  • Tavares, D., Freire, T., & Faria, S. (2019). Internal and external factors underlying variations in adolescents’ daily optimal experiences. Journal of Research on Adolescence, 30(1), 266–284. https://doi.org/10.1111/jora.12522.

    Article  Google Scholar 

  • Teixeira, A., & Freire, T. (2020). From therapy to daily life of a depressed adolescent: Crossing psychopathology and optimal functioning. Current Psychology, 39, 155–166. https://doi.org/10.1007/s12144-017-9748-8.

    Article  Google Scholar 

  • Thin, A. G., Hansen, L., & McEachen, D. (2011). Flow experience and mood states while playing body movement-controlled video games. Games and Culture, 6(5), 414–428. https://doi.org/10.1177/1555412011402677.

    Article  Google Scholar 

  • Tolan, P., Ross, K., Arkin, N., Godine, N., & Clark, E. (2016). Toward an integrated approach to positive development: Implications for intervention. Applied Developmental Science, 20(3), 214–236. https://doi.org/10.1080/10888691.2016.1146080.

    Article  Google Scholar 

  • Trivedi, R. H., & Teichert, T. (2017). The Janus-faced role of gambling flow in addiction issues. Cyberpsychology, Behavior and Social Networking, 20(3), 180–186. https://doi.org/10.1089/cyber.2016.0453.

    Article  Google Scholar 

  • Ungar, M., & Lerner, R. M. (2008). Introduction to a special issue of research in human development: Resilience and positive development across the life span: A view of the issues. Research in Human Development, 5(3), 135–138. https://doi.org/10.1080/15427600802273961.

    Article  Google Scholar 

  • Valenzuela, R., & Codina, N. (2014). Habitus and flow in primary school musical practice: Relations between family musical cultural capital, optimal experience and music participation. Music Education Research, 16(4), 505–520. https://doi.org/10.1080/14613808.2013.859660.

    Article  Google Scholar 

  • Wood, A. M., & Tarrier, N. (2010). Positive clinical psychology: A new vision and strategy for integrated research and practice. Clinical Psychology Review, 30(7), 819–829. https://doi.org/10.1016/j.cpr.2010.06.003.

    Article  Google Scholar 

  • Worthman, C. M., & Trang, K. (2018). Dynamics of body time, social time, and life history at adolescence. Nature, 554, 451–457. https://doi.org/10.1038/nature25750.

    Article  Google Scholar 

  • Yang, S., Lu, Y., Wang, B., & Zhao, L. (2014). The benefits and dangers of flow experience in high school students’ internet usage: The role of parental support. Computers in Human Behavior, 41, 504–513. https://doi.org/10.1016/j.chb.2014.09.039.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Psychology, University of Minho, Minho, Portugal

    Teresa Freire, Keith Gissubel, Dionísia Tavares & Ana Teixeira

Authors
  1. Teresa Freire
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Keith Gissubel
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Dionísia Tavares
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Ana Teixeira
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Teresa Freire .

Editor information

Editors and Affiliations

  1. Department of Psychology, University of Lübeck, Lübeck, Germany

    Corinna Peifer

  2. Department of Psychology, University of Trier, Trier, Germany

    Stefan Engeser

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Freire, T., Gissubel, K., Tavares, D., Teixeira, A. (2021). Flow Experience in Human Development: Understanding Optimal Functioning Along the Lifespan. In: Peifer, C., Engeser, S. (eds) Advances in Flow Research. Springer, Cham. https://doi.org/10.1007/978-3-030-53468-4_12

Download citation

Publish with us

Policies and ethics

Search

Navigation