The relation between trait flow and engagement, understanding, and grades in undergraduate lectures (Journal Article)

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Abstract:
Background
Much work has focused on inattention in the classroom, examining how episodes of task-unrelated thought (i.e., mind wandering) and engagement with various forms of media (e.g., media multitasking, smartphone use) influence retention of lecture material. However, considerably less work has examined factors that may positively influence attentiveness in lectures.

Aims
We aimed to explore whether the trait-level tendency to experience ‘flow’—defined here as the subjective experience of deep and effortless concentration—is related to in-class reports of engagement and understanding during undergraduate lectures, as well as academic performance.