Theoretical underpinnings of flow and its relation with academic engagement: A narrative review

Abstract

ABSTRACT In the age of digitization, the prevalence of distraction has grown significantly, particularly impacting the academic sphere and students’ overall well-being. Although previous research highlights the positive outcomes of achieving the state of flow in various contexts, its connection to academic engagement remains relatively less explored. This narrative review article seeks to bridge this gap by synthesizing existing literature to examine the conceptual overlaps and underlying principles between the state of flow and academic engagement. A total of 15 studies were included based on the following criteria: studies on flow and engagement published in English between 1973 and 2021 with a QualSyst score above 0.60. Drawing from the review, we present a conceptual framework delineating the probable conditions for achieving a state of flow to boost academic involvement, bolster student well-being, and foster academic success. It comprises factors such as having clear, well-defined goals and providing prompt feedback; each condition has a significant impact on students’ learning outcomes because of its direct effect on their sense of autonomy, control, and concentration. The implications and insights for educators in guiding students through challenging academic tasks to enhance engagement and well-being were discussed.