Research progress of association on flow experience and adolescents mental health

JIANG Jing; LI Huijie; XU Sheng; QU Shuo

doi:10.16835/j.cnki.1000-9817.2023.01.034

Volume 44 Issue 1

Jan. 2023

Turn off MathJax

Article Contents

Article Navigation > CHINESE JOURNAL OF SCHOOL HEALTH > 2023 > 44(1): 152-156

JIANG Jing, LI Huijie, XU Sheng, QU Shuo. Research progress of association on flow experience and adolescents mental health[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(1): 152-156. doi: 10.16835/j.cnki.1000-9817.2023.01.034

Citation:

JIANG Jing, LI Huijie, XU Sheng, QU Shuo. Research progress of association on flow experience and adolescents mental health[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(1): 152-156. doi: 10.16835/j.cnki.1000-9817.2023.01.034

Citation:

PDF( 939 KB)

Research progress of association on flow experience and adolescents mental health

doi: 10.16835/j.cnki.1000-9817.2023.01.034

Professional Teachers College, Jiangxi Agricultural University, Nanchang (330045), China

Received Date: 2022-06-22
Rev Recd Date: 2022-09-14

Available Online: 2023-02-06

Publish Date: 2023-01-25

Abstract

Abstract

The popularity of electronic devices helps the spread of the flow experience. Flow experience affects many aspects of life for adolescents as for its double articulation. In order to provide suggestions for the improvement in adolescent mental health, this paper reviews flow experience and adolescent mental health in different situations. In learning situation, the state of flow makes a difference in students' self-confidence, learning experience, positive affect in school, positivity, self-esteem and self-efficacy, etc., at the same time, it is beneficial to relieve academic pressure and academic procrastination. In entertainment situation, the state of flow experience directly leads to addiction, and indirectly affects online game addiction by the mediating roles of self-control and cognitive bias.
- Mental health,
- Immersion experience,
- Adolescent

FullText(HTML)

References(46)

References

[1]	张伟, 吴晶琦. 数字文化产业新业态及发展趋势[J]. 深圳大学学报(人文社会科学版), 2022, 39(1): 60-68. https://www.cnki.com.cn/Article/CJFDTOTAL-SZDS202201007.htm ZHANG W, WU J Q. New patterns and trends of digital cultural industry[J]. J Shenzhen Univ(Human Soc Sci), 2022, 39(1): 60-68. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-SZDS202201007.htm
[2]	张琦. 线上线下沉浸式体验正风行[N]. 山西日报, 2021-11-17(11). ZHANG Q. Immersive experience is in vogue online and offline[N]. Shanxi Daily, 2021-11-17(11). (in Chinese)
[3]	尹小俭, 曾祝平. 共同关注体质与心理健康促进中国青少年全面发展[J]. 中国学校卫生, 2021, 42(1): 5-9. doi: 10.16835/j.cnki.1000-9817.2021.01.002 YIN X J, ZENG Z P. Bringing together physical and mental health and promoting positive youth development in China[J]. Chin J Sch Health, 2021, 42(1): 5-9. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2021.01.002
[4]	米哈里·契克森米哈赖. 心流: 最优体验心理学[M]. 张定绮, 译. 北京: 中信出版集团, 2017: 61-180. CSIKSZENTMIHALYI J M. Flow: the psychology of optimal experience[M]. ZHANG D Q, transland. Beijing: CITIC Press Corporation, 2017: 61-180. (in Chinese)
[5]	李畅. 心流体验的研究综述[J]. 开封教育学院学报, 2017, 37(3): 187-189. doi: 10.3969/j.issn.1008-9640.2017.03.085 LI C. Review of the flow experience[J]. J Kaifeng Inst Educ, 2017, 37(3): 187-189. (in Chinese) doi: 10.3969/j.issn.1008-9640.2017.03.085
[6]	衣新发, 敖选鹏, 鲍文慧. 奇克岑特米哈伊的创造力系统模型及心流体验研究[J]. 贵州民族大学学报(哲学社会科学版), 2021, 41(1): 126-164. doi: 10.3969/j.issn.1003-6644.2021.01.005 YI X F, AO X P, BAO W H. Mihaly Csikzentmihalyi's creativity system model and flow experience research[J]. J Guizhou Minzu Univ(Philos Soc Sci), 2021, 41(1): 126-164. (in Chinese) doi: 10.3969/j.issn.1003-6644.2021.01.005
[7]	任俊, 施静, 马甜语. Flow研究概述[J]. 心理科学进展, 2009, 17(1): 210-217. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD200901033.htm REN J, SHI J, MA T Y. A summary of researches on flow[J]. Adv Psychol Sci, 2009, 17(1): 210-217. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD200901033.htm
[8]	朱东红. 网络环境下沉浸理论研究综述[J]. 现代商业, 2007, 7(13): 195-196. doi: 10.14097/j.cnki.5392/2007.13.122 ZHU D H. Review of flow theory in the network environment[J]. Mod Bus, 2007, 7(13): 195-196. (in Chinese) doi: 10.14097/j.cnki.5392/2007.13.122
[9]	李沁, 熊澄宇. 沉浸传播与"第三媒介时代"[J]. 新闻与传播研究, 2013, 20(2): 34-43. https://www.cnki.com.cn/Article/CJFDTOTAL-YANJ201302007.htm LI Q, XIONG C Y. Immersive communication and the third media age[J]. J Commun, 2013, 20(2): 34-43. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-YANJ201302007.htm
[10]	孔少华. 从immersion到flow experience: "沉浸式传播"的再认识[J]. 首都师范大学学报(社会科学版), 2019, 46(4): 15-21. https://www.cnki.com.cn/Article/CJFDTOTAL-SDSD201904009.htm KONG S H. From immersion to flow experience: a reconsideration of immersive communication[J]. J Capital Univ Norm(Soc Sci Edit), 2019, 46(4): 15-21. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-SDSD201904009.htm
[11]	张炳杰, 夏焕梅. 情绪控制: 游戏沉浸的心理机制研究[J]. 吉林广播电视大学学报, 2021, 15(2): 16-18. doi: 10.3969/j.issn.1008-7508.2021.02.007 ZHANG B J, XIA H M. Emotion control: a study on the psychological mechanism of game flow[J]. J Jilin TV Radio Univ, 2021, 15(2): 16-18. (in Chinese) doi: 10.3969/j.issn.1008-7508.2021.02.007
[12]	HAMARI J, SHERNOFF D J, ROWE E, et al. Challenging games help students learn: an empirical study on engagement, flow and immersion in game-based learning[J]. Comput Hum Behav, 2016, 54: 170-179. doi: 10.1016/j.chb.2015.07.045
[13]	HEUTTE J, FENOUILLET F, KAPLAN J, et al. The eduflow model: a contribution toward the study of optimal learning environments[M]//HARMAT L, ANDERSEN F∅, ULLÉN F, et al. Flow experience: empirical research and applications. Basel: Springer, Cham, 2016: 127-143.
[14]	叶金辉. 青少年学习沉浸体验研究[D]. 南昌: 江西师范大学, 2013. YE J H. Study on learning flow of the adolescent[D]. Nanchang: Jiangxi Normal University, 2013. (in Chinese)
[15]	JACKSON S A, MARTIN A J, EKLUND R C. Long and short measures of flow: the construct validity of the FSS-2, DFS-2, and new brief counterparts[J]. J Sport Exerc Psychol, 2008, 30(5): 561-587. doi: 10.1123/jsep.30.5.561
[16]	NOVAK T P, HOFFMAN D L, YUNG Y F. Measuring the customer experience in online environments: a structural modeling approach[J]. Mark Sci, 2000, 19(1): 22-42. doi: 10.1287/mksc.19.1.22.15184
[17]	李之齐. 基于神经网络的心流体验识别预测[D]. 杭州: 浙江理工大学, 2020. LI Z Q. Recognition and prediction of flow experience based on Neural Network[D]. Hangzhou: Zhejiang Sci-Tech University, 2020. (in Chinese)
[18]	MESURADO B, RICHAUD M C, MATEO N J. Engagement, flow, self-efficacy, and eustress of university students: a cross-national comparison between the Philippines and Argentina[J]. J Psychol, 2016, 150(3): 281-299. doi: 10.1080/00223980.2015.1024595
[19]	SHERNOFF D J, CSIKSZENTMIHALYI M, SCHNEIDER B, et al. Student engagement in high school classrooms from the perspective of flow theory[J]. Sch Psychol Q, 2014, 18(2): 158-176.
[20]	HSIEH Y, LIN Y, HOU H. Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students' game-based learning[J]. Int Learn Environ, 2016, 24(1): 178-193. doi: 10.1080/10494820.2013.834827
[21]	徐玲. 基于心流理论的聋校高中数学游戏化学习资源设计与应用研究[D]. 武汉: 华中师范大学, 2020. XU L. Research on design and application of mathematics gamified learning resources in deaf schools based on flow theory[D]. Wuhan: Central China Normal University, 2020. (in Chinese)
[22]	姜婷婷, 陈佩龙, 许艳闰. 国外心流理论应用研究进展[J]. 信息资源管理学报, 2021, 11(5): 4-16. doi: 10.13365/j.jirm.2021.05.004 JIANG T T, CHEN P L, XU Y R. Research progress in the application of flow theory abroad[J]. J Inf Res Manage, 2021, 11(5): 4-16. (in Chinese) doi: 10.13365/j.jirm.2021.05.004
[23]	夏镇. 大学生时间洞察力和网络小说成瘾的关系[D]. 荆州: 长江大学, 2020. XIA Z. The relationship between time perspective and internet fiction addiction of college students: the mediating effects of flow experience and reading motivation[D]. Jingzhou: Yangtze University, 2020. (in Chinese)
[24]	WU R, HUEBNER E S, ZHOU J, et al. Relations among positivity, positive affect in school, and learning flow in elementary school students: a longitudinal mediation model[J]. Br J Educ Psychol, 2021, 91(4): 1310-1332. doi: 10.1111/bjep.12418
[25]	MAO Y, YANG R, BONAIUTO M, et al. Can flow alleviate anxiety? The roles of academic self-efficacy and self-esteem in building psychological sustainability and resilience[J]. Sustainability-Basel, 2020, 12(7): 2987. doi: 10.3390/su12072987
[26]	KIM M Y, PARK S. Associations of stress, self-esteem, and collective efficacy with flow in simulation among nursing students: a descriptive crosssectional study[J]. Nurs Educ Today, 2018, 71: 193-197. doi: 10.1016/j.nedt.2018.09.033
[27]	GOLNABI L. Mathematics self-efficacy and flow in developmental mathematics students[D]. New York: Columbia University, 2017.
[28]	KIILI K, LAINEMA T, de FREITAS S, et al. Flow framework for analyzing the quality of educational games[J]. Entertain Comput, 2014, 5(4): 367-377. doi: 10.1016/j.entcom.2014.08.002
[29]	王舒, 殷悦, 王婷, 等. 学习情境下的心流体验[J]. 教育生物学杂志, 2021, 9(1): 59-64. doi: 10.3969/j.issn.2095-4301.2021.01.012 WANG S, YIN Y, WANG T, et al. Flow experience in educational context[J]. J Biol Educ, 2021, 9(1): 59-64. (in Chinese) doi: 10.3969/j.issn.2095-4301.2021.01.012
[30]	胡琼, 姜强, 赵蔚. 基于数据挖掘的在线学业拖延精准识别及干预实证研究[J]. 现代远距离教育, 2022, 39(3): 46-54. https://www.cnki.com.cn/Article/CJFDTOTAL-YUAN202203005.htm HU Q, JIANG Q, ZHAO W. An empirical study on the accurate identification and intervention of online academic procrastination based on data mining[J]. Mod Distanc Educ, 2022, 39(3): 46-54. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-YUAN202203005.htm
[31]	LEE E. The relationship of motivation and flow experience to academic procrastination in university students[J]. J Genet Psychol, 2005, 166(1): 5-14. doi: 10.3200/GNTP.166.1.5-15
[32]	刘微. 大学生自我效能感、学习沉浸体验与学业拖延的关系研究[D]. 哈尔滨: 哈尔滨工程大学, 2017. LIU W. Study on the relationship among self-efficiency, study flow experience and academic procrastination of college students[D]. Harbin: Harbin Engineering University, 2017. (in Chinese)
[33]	王安冉. 大学生希望特质与学业拖延的关系及中介因素研究[D]. 济南: 山东中医药大学, 2020. WANG A R. The relationship between college students' hope traits and academic delay: the mediating roles of psychological resilience and immersive learning experience[D]. Jinan: Shandong University of Traditional Chinese Medicine, 2020. (in Chinese)
[34]	顾美珠. 篮球运动中心流体验对高中生学业压力减缓的作用[D]. 上海: 上海体育学院, 2020. GU M Z. The effect of basketball center flow experience on reducing the academic pressure of high school students[D]. Shanghai: Shanghai University of Sport, 2020. (in Chinese)
[35]	张珊珊, 张钰鹿, 刘致宏. 中学生沉浸感与网络游戏成瘾的关系: 一个有调节的中介模型分析[J]. 集美大学学报(教育科学版), 2021, 22(3): 19-24. https://www.cnki.com.cn/Article/CJFDTOTAL-JMDX202103004.htm ZHANG S S, ZHANG Y L, LIU Z H. Relationship between flow experience and middle school students'online game addiction: a moderating mediation model[J]. J Jimei Univ (Educ Sci), 2021, 22(3): 19-24. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-JMDX202103004.htm
[36]	辜秀玲. 网络游戏沉浸感对网络游戏成瘾的影响: 认知偏差和重复行为的序列中介作用[D]. 武汉: 华中师范大学, 2016. GU X L. The effect online game flow on online game addiction: the chain mediating role of cognitive distortion and behavioral repitition[D]. Wuhan: Central China Normal University, 2016. (in Chinese)
[37]	张碧. 手机游戏心流体验与成瘾: 自我控制的中介和调节作用[D]. 北京: 北京林业大学, 2019. ZHANG B. Moral judgment in interpersonal relationship: the influence of emotional closeness[D]. Beijing: Beijing Forestry University, 2019. (in Chinese)
[38]	宫剑, 梁晓燕. 自我控制对问题性网络游戏使用的影响路径研究[J]. 教育理论与实践, 2019, 39(32): 19-22. https://www.cnki.com.cn/Article/CJFDTOTAL-JYLL201932006.htm GONG J, LIANG X Y. Research on the influence path of self-control on the use of problematic online games[J]. Theory Pract Educ, 2019, 39(32): 19-22. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-JYLL201932006.htm
[39]	CHOU T, TING C. The role of flow experience in cyber-game addiction[J]. Cyberpsychol Behav, 2003, 6(6): 663. doi: 10.1089/109493103322725469
[40]	魏华, 周宗奎, 田媛, 等. 网络游戏成瘾: 沉浸的影响及其作用机制[J]. 心理发展与教育, 2012, 28(6): 651-657. https://www.cnki.com.cn/Article/CJFDTOTAL-XLFZ201206013.htm WEI H, ZHOU Z K, TIAN Y, et al. Online game addiction: effects and mechanisms of flow experience[J]. Psychol Dev Educ, 2012, 28(6): 651-657. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-XLFZ201206013.htm
[41]	黄少华, 朱丹红. 青少年网络游戏心流体验与游戏成瘾的关系[J]. 中国青年社会科学, 2021, 40(1): 79-89. https://www.cnki.com.cn/Article/CJFDTOTAL-ZQNZ202101014.htm HUANG S H, ZHU D H. Relationships between online game flow experience and game addiction in adolescents[J]. J Chin Youth Soc Sci, 2021, 40(1): 79-89. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-ZQNZ202101014.htm
[42]	SANJAMSAI S, PHUKAO D. Flow experience in computer game playing among Thai university students[J]. Kasetsart J Soc Sci, 2018, 39(2): 175-182.
[43]	张冬静, 吴漾, 周宗奎, 等. 青少年网络小说阅读对自我概念清晰性的影响: 角色认同和沉浸感的中介作用[J]. 心理科学, 2021, 44(4): 829-835. ZHANG D J, WU Y, ZHOU Z K, et al. The impact of adolescent's internet fiction reading on self-concept clarity: the role of character identity and flow experience[J]. J Psychol Sci, 2021, 44(4): 829-835. (in Chinese)
[44]	张冬静, 周宗奎, 雷玉菊, 等. 神经质人格与大学生网络小说成瘾关系: 叙事传输和沉浸感的中介作用[J]. 心理科学, 2017, 40(5): 1154-1160. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX201705020.htm ZHANG D J, ZHOU Z K, LEI Y J, et al. The relationship between neuroticism and internet fiction addiction of college students: the mediating effects of narrative transportation and flow experience[J]. J Psychol Sci, 2017, 40(5): 1154-1160. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX201705020.htm
[45]	宝家怡, 赵敏. 青少年心理健康促进研究现状[J]. 中国学校卫生, 2017, 38(2): 317-320. doi: 10.16835/j.cnki.1000-9817.2017.02.050 BAO J Y, ZHAO M. Review on the adolescent mental health promotion[J]. Chin J Sch Health, 2017, 38(2): 317-320. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2017.02.050
[46]	胡立如, 丁静静, 马颖峰, 等. 时间限制对沉浸体验的影响机制: 基于教育游戏情境的实证研究[J]. 开放教育研究, 2016, 22(2): 113-120. https://www.cnki.com.cn/Article/CJFDTOTAL-JFJJ201602023.htm HU L R, DING J J, MA Y F, et al. Impact of time constrains on flow experience: an empirical study on educational game[J]. Open Educ Res, 2016, 22(2): 113-120. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-JFJJ201602023.htm