Learning flow in educational contexts: A meta-analysis of its antecedents and outcomes
Abstract
Background: Flow is an affective and cognitive psychological state characterized by complete absorption, intrinsic enjoyment and enhanced performance. Although flow experience in educational contexts-often termed learning flow-has attracted considerable research attention, empirical findings remain fragmented across studies and theoretical perspectives.
Aims: This meta-analysis aimed to synthesize existing empirical evidence and systematically examine the antecedents and outcomes of learning flow in academic contexts. Drawing on flow theory and integrating motivational and affective frameworks, the study sought to clarify the nomological network surrounding learning flow.
Materials and methods: A meta-analysis was conducted based on 108 independent studies comprising a total sample of 42,952 participants. Effect sizes were synthesized to examine associations between learning flow and four conceptual domains: (a) learning task and learning environment characteristics, (b) individual characteristics, (c) individual attitudes and behaviours and (d) interpersonal exchange characteristics. Moderator analyses were performed to assess the potential influence of cultural context and flow measurement approaches.
Results: The results indicated that learning flow was positively associated with optimal learning tasks, supportive learning environments, adaptive learner characteristics and high-quality interpersonal interactions. Furthermore, learning flow demonstrated positive…
How strong is the evidence?
Evidence Hub reads this as a meta-analysis, done in people. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid. Reported size: 42,952 participants or records.
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