Optimal Experience in Adult Learning: Conception and Validation of the Flow in Education Scale (EduFlow-2)
Jean Heutte
(1)
,
Fabien Fenouillet
(2)
,
Charles Martin-Krumm
(3, 4, 5)
,
Gary Gute
(6)
,
Annelies Raes
(7, 8)
,
Dean Gute
(6)
,
Rémi Bachelet
(9)
,
Mihaly Csikszentmihalyi
(10)
1
Trigone-CIREL
2 LINP2 - Laboratoire Interdisciplinaire en Neurosciences, Physiologie et psychologie
3 IRBA - Institut de Recherche Biomédicale des Armées [Brétigny-sur-Orge]
4 APEMAC - Adaptation, mesure et évaluation en santé. Approches interdisciplinaires
5 EPP - École de Psychologues Praticiens
6 UNI - University of Northern Iowa
7 KU Leuven - Catholic University of Leuven = Katholieke Universiteit Leuven
8 CIREL - Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354
9 Centrale Lille
10 Claremont Graduate University [Claremont, CA ]
2 LINP2 - Laboratoire Interdisciplinaire en Neurosciences, Physiologie et psychologie
3 IRBA - Institut de Recherche Biomédicale des Armées [Brétigny-sur-Orge]
4 APEMAC - Adaptation, mesure et évaluation en santé. Approches interdisciplinaires
5 EPP - École de Psychologues Praticiens
6 UNI - University of Northern Iowa
7 KU Leuven - Catholic University of Leuven = Katholieke Universiteit Leuven
8 CIREL - Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354
9 Centrale Lille
10 Claremont Graduate University [Claremont, CA ]
Jean Heutte
- Fonction : Auteur
- PersonId : 11965
- IdHAL : jean-heutte
- ORCID : 0000-0002-2646-3658
- IdRef : 158962710
Charles Martin-Krumm
- Fonction : Auteur
- PersonId : 3767
- IdHAL : charles-martin-krumm
- ORCID : 0000-0002-6665-5566
- IdRef : 075041626
Annelies Raes
- Fonction : Auteur
- PersonId : 1090045
Rémi Bachelet
- Fonction : Auteur
- PersonId : 3821
- IdHAL : remi-bachelet
- ORCID : 0000-0001-8725-0384
- IdRef : 156976242
Résumé
While the formulation of Mihaly Csikszentmihalyi’s theory of flow, including the experience dimensions, has remained stable since its introduction in 1975, its dedicated measurement tools, research methodologies, and fields of application, have evolved considerably. Among these, education stands out as one of the most active. In recent years, researchers have examined flow in the context of other theoretical constructs such as motivation. The resulting work in the field of education has led to the development of a new model for understanding flow experience in education, specifically dedicated to adult learning. As a result of both a meticulous analysis of existing models and consideration of more recent developments, a new flow scale has thus been developed. The aim of this study is therefore twofold: to validate the new flow measurement scale dedicated to the educational environment, EduFlow-2, and to test a new theoretical model. Students taking a course (N=6,596), some on-site and others in a MOOC, participated. Several scales were administered online at the end of the participants’ course during the 2017 academic year. The factor structure of EduFlow-2 was tested using Exploratory Structural Equation Modeling. Several models were tested. The model with a second-order factor best fit the data. We tested the invariance of the flow scale measure for gender and for the type of training (MOOC/on-site). We were able to show that the flow scale is invariant of the modalities of these two variables. Results revealed good psychometric qualities for the scale, making it suitable for both on-site and distance learning. The analysis also revealed significant relationships with the classic variables of motivation, self-efficacy, learning climate, and life satisfaction. Furthermore, all four dimensions of the model were found to be adequate and consistent with the underlying theoretical arguments. In the end, this new, short flow scale and the theoretical model were demonstrated to be promising for future studies in the field of education.
Format du dépôt | Notice |
---|---|
Type de dépôt | Article dans une revue |
Résumé |
en
While the formulation of Mihaly Csikszentmihalyi’s theory of flow, including the experience dimensions, has remained stable since its introduction in 1975, its dedicated measurement tools, research methodologies, and fields of application, have evolved considerably. Among these, education stands out as one of the most active. In recent years, researchers have examined flow in the context of other theoretical constructs such as motivation. The resulting work in the field of education has led to the development of a new model for understanding flow experience in education, specifically dedicated to adult learning. As a result of both a meticulous analysis of existing models and consideration of more recent developments, a new flow scale has thus been developed. The aim of this study is therefore twofold: to validate the new flow measurement scale dedicated to the educational environment, EduFlow-2, and to test a new theoretical model. Students taking a course (N=6,596), some on-site and others in a MOOC, participated. Several scales were administered online at the end of the participants’ course during the 2017 academic year. The factor structure of EduFlow-2 was tested using Exploratory Structural Equation Modeling. Several models were tested. The model with a second-order factor best fit the data. We tested the invariance of the flow scale measure for gender and for the type of training (MOOC/on-site). We were able to show that the flow scale is invariant of the modalities of these two variables. Results revealed good psychometric qualities for the scale, making it suitable for both on-site and distance learning. The analysis also revealed significant relationships with the classic variables of motivation, self-efficacy, learning climate, and life satisfaction. Furthermore, all four dimensions of the model were found to be adequate and consistent with the underlying theoretical arguments. In the end, this new, short flow scale and the theoretical model were demonstrated to be promising for future studies in the field of education.
|
Titre |
en
Optimal Experience in Adult Learning: Conception and Validation of the Flow in Education Scale (EduFlow-2)
|
Auteur(s) |
Jean Heutte
1
, Fabien Fenouillet
2
, Charles Martin-Krumm
3, 4, 5
, Gary Gute
6
, Annelies Raes
7, 8
, Dean Gute
6
, Rémi Bachelet
9
, Mihaly Csikszentmihalyi
10
1
Trigone-CIREL
( 39708 )
- France
2
LINP2 -
Laboratoire Interdisciplinaire en Neurosciences, Physiologie et psychologie
( 1065832 )
- Université Paris Nanterre,
200 avenue de la république
92000 NANTERRE
- France
3
IRBA -
Institut de Recherche Biomédicale des Armées [Brétigny-sur-Orge]
( 507058 )
- Brétigny-sur-Orge
- France
4
APEMAC -
Adaptation, mesure et évaluation en santé. Approches interdisciplinaires
( 1061198 )
- Nancy/Metz
Devient INSPIRE le 01/01/2024
- France
5
EPP -
École de Psychologues Praticiens
( 347734 )
- 23, rue du Montparnasse -
75006 PARIS
- France
6
UNI -
University of Northern Iowa
( 340575 )
- Cedar Falls, Iowa
- États-Unis
7
KU Leuven -
Catholic University of Leuven = Katholieke Universiteit Leuven
( 300656 )
- Oude Markt 13 - bus 5005, 3000 Leuven
- Belgique
8
CIREL -
Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354
( 83767 )
- Université Lille- Sciences et Technologies - Bât B6, CIREL-
59655 Villeneuve d'Ascq Cedex
- France
9
Centrale Lille
( 120930 )
- École Centrale de Lille - Cité Scientifique - CS 20048 59651 Villeneuve d'Ascq Cedex
- France
10
Claremont Graduate University [Claremont, CA ]
( 336869 )
- 150 E 10th St, Claremont, CA 91711
- États-Unis
|
Date de publication |
2021-12-30
|
Volume |
12
|
Licence |
Paternité
|
Titre de la collection |
section Educational Psychology
|
Page/Identifiant |
1-12
|
URL éditeur |
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.828027/full
|
Langue du document |
Anglais
|
Nom de la revue |
|
Vulgarisation |
Non
|
Comité de lecture |
Oui
|
Audience |
Internationale
|
Domaine(s) |
|
Projet(s) ANR |
|
Données associées | |
Mots-clés |
en
Flow, optimal experience, autotelic experience, Loss of Self-Consciousness, Adult Learning, Adult Education, Motivation, well-being
|
DOI | 10.3389/fpsyg.2021.828027 |
PubMed Central | PMC8773090 |
Loading...