Wrigley, W. J., &
Emmerson, S. B. (2013). The experience of the flow state in live music
performance. Psychology of Music, 41(3), 292-305.
The authors of this
article investigated the state of flow when in regards to the performance of
music. As I believe that the performance of math is very much similar in sense
of practice and reproduction in a creative way, I wanted to investigate the
initiation of flow in other performance areas in order to find applicability to
the math classroom.
Keller, J., & Bless,
H. (2008). Flow and regulatory compatibility: An experimental approach to the
flow model of intrinsic motivation. Personality and social psychology bulletin,
34(2), 196-209.
In this article, the authors
experimentally investigate the level of performance when one is the state of
perceived flow. I wanted to see that while the ultimate form of engagement is
the state of flow, there must be a real benefit involved in entering the state
of flow. I want to see if there was a performance benefit when fully engaged in
a task and is this benefit a measurable benefit of merely just to have students
be engaged in the task.
