01460nam a22001817a 450000500170000000800410001702200140005810000220007224501240009426000530021830000140027144000830028550500650036852006830043365000590111670000640117585600390123920240115104652.0240112b           ||||| |||| 00| 0 eng d  a0007-0998  aSmith, Alyssa C.   aThe relation between trait flow and engagement, understanding, and grades in undergraduate lectures b(Journal Article)  aUK b: John Wiley and Sons Ltdc, September 2023  a742-757p.  aBritish Journal of Educational Psychologyv, Volume 93, Part 3, September 2023  a***______{For Hard Copy, Please visit Library.}________***

  aAbstract:
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.  aAttention in the Classroom| flow| grit| mind wandering  aRalph, Brandon C. W. | Smilek, Daniel | Wammes, Jeffrey D.   uhttps://doi.org/10.1111/bjep.12589