A sample of 250 students of psychology with an average age of 20.37 years, answered the Flow Q questionnaire indicating their favorite flow activity, and the Spanish version of the Dispositional Flow Scale. A confirmatory factor analysis assessed the DFS construct validity of the flow model on daily activities. Both a hierarchical model of eight first order factors reflecting a second order global flow factor, and a model with eight formative first order flow dimensions, showed good fit and discriminant power. Most optimal activities were found to be individual and structured, such as studying, reading and certain forms of individual sports. Leisure activities turned out to be more rewarding than studying. Sports displayed more flow, clear goals, merging of action and awareness, and autotelic experience. Reading also showed more flow, balance of challenge and skills, feedback, merging of action and awareness, and loss of self-consciousness. On the other hand, studying displayed less flow, merging of action and awareness, and autotelic experience.

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Rufi , Sergi; Javaloy , Federico; Batista Foguet, Joan M.; Solanas Prez, Antonio; Pez , Daro

Flow dimensions on daily activities with the Spanish version of the flow scale (DFS)

01/2014
A sample of 250 students of psychology with an average age of 20.37 years, answered the Flow Q questionnaire indicating their favorite flow activity, and the Spanish version of the Dispositional Flow Scale. A confirmatory factor analysis assessed the DFS construct validity of the flow model on daily activities. Both a hierarchical model of eight first order factors reflecting a second order global flow factor, and a model with eight formative first order flow dimensions, showed good fit and discriminant power. Most optimal activities were found to be individual and structured, such as studying, reading and certain forms of individual sports. Leisure activities turned out to be more rewarding than studying. Sports displayed more flow, clear goals, merging of action and awareness, and autotelic experience. Reading also showed more flow, balance of challenge and skills, feedback, merging of action and awareness, and loss of self-consciousness. On the other hand, studying displayed less flow, merging of action and awareness, and autotelic experience.
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Flow dimensions on daily activities with the Spanish version of the flow scale (DFS)
Rufi , Sergi; Javaloy , Federico; Batista Foguet, Joan M.; Solanas Prez, Antonio; Pez , Daro
The Spanish Journal of Psychology
Vol. 17, n 1, 01/2014, p. 1 - 11

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