01516nam a22002057a 4500 20240115104652.0 240112b ||||| |||| 00| 0 eng d 0007-0998 Smith, Alyssa C. The relation between trait flow and engagement, understanding, and grades in undergraduate lectures (Journal Article) UK : John Wiley and Sons Ltd , September 2023 742-757p. British Journal of Educational Psychology , Volume 93, Part 3, September 2023 ***______{For Hard Copy, Please visit Library.}________*** 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. Attention in the Classroom| flow| grit| mind wandering Ralph, Brandon C. W. | Smilek, Daniel | Wammes, Jeffrey D. https://doi.org/10.1111/bjep.12589 PER 0 0 0 0 RIEBPL RIEBPL 2024-01-15 0 2024-01-15 00:00:00 2024-01-15 PER 45184 45183