{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/82401"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/82401","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"An Examination of Motivational Characteristics and Academic Self-Efficacy Beliefs Conducive to Experiencing Flow","abstract":"The present study examined the degree to which college students’ motivational characteristics and perceptions of their academic self-efficacy were related to trait flow. Participants consisted of students attending a large, public university in the Midwest and from those obtained from an online recruitment platform (n = 230). Several assessments were administered to measure flow, academic motivation, and academic self-efficacy. Results of the Pearson correlation demonstrated several positive and significant associations between flow and internalized subtypes of academic motivation. Additional positive and significant associations were found between flow and academic self-efficacy. A multiple linear regression was conducted to examine relationships between motivational characteristics, academic self-efficacy, and flow. Results indicated that internalized forms of academic motivation and self-efficacy are positively associated with trait flow. The findings offer potential avenues for improvement in academic settings.","abstract_html":"The present study examined the degree to which college students’ motivational characteristics and perceptions of their academic self-efficacy were related to trait flow. Participants consisted of students attending a large, public university in the Midwest and from those obtained from an online recruitment platform (n = 230). Several assessments were administered to measure flow, academic motivation, and academic self-efficacy. Results of the Pearson correlation demonstrated several positive and significant associations between flow and internalized subtypes of academic motivation. Additional positive and significant associations were found between flow and academic self-efficacy. A multiple linear regression was conducted to examine relationships between motivational characteristics, academic self-efficacy, and flow. Results indicated that internalized forms of academic motivation and self-efficacy are positively associated with trait flow. The findings offer potential avenues for improvement in academic settings.","abstract_has_math":false,"creators":["Kim, Alissa Kay"],"institution":"University of Missouri--Kansas City","degree_name":"M.A. (Master of Arts)","degree_level":"Masters","degree_discipline":"Psychology (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Marszalek, Jacob M."],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T05:19:40Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/82401","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Marszalek, Jacob M."]},{"key":"dc:creator","label":"Author","values":["Kim, Alissa Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-04-12T19:02:06Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-04-12T19:02:06Z"]},{"key":"dc:date.issued","label":"Date","values":["2021"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. (Master of Arts)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/82401"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page viewed April 19, 2021","Thesis advisor: Jacob Marszalek","Vita","Includes bibliographical references (pages 33-40)","Thesis (M.A.)--Department of Psychology. University of Missouri--Kansas City, 2021"]},{"key":"dc:description.abstract","label":"Abstract","values":["The present study examined the degree to which college students’ motivational characteristics and perceptions of their academic self-efficacy were related to trait flow. Participants consisted of students attending a large, public university in the Midwest and from those obtained from an online recruitment platform (n = 230). Several assessments were administered to measure flow, academic motivation, and academic self-efficacy. Results of the Pearson correlation demonstrated several positive and significant associations between flow and internalized subtypes of academic motivation. Additional positive and significant associations were found between flow and academic self-efficacy. A multiple linear regression was conducted to examine relationships between motivational characteristics, academic self-efficacy, and flow. Results indicated that internalized forms of academic motivation and self-efficacy are positively associated with trait flow. The findings offer potential avenues for improvement in academic settings."]},{"key":"dc:title","label":"Title","values":["An Examination of Motivational Characteristics and Academic Self-Efficacy Beliefs Conducive to Experiencing Flow"]}]}],"canonical_facts":{"dc:contributor.advisor":["Marszalek, Jacob M."],"dc:creator":["Kim, Alissa Kay"],"dc:date.accessioned":["2021-04-12T19:02:06Z"],"dc:date.available":["2021-04-12T19:02:06Z"],"dc:date.issued":["2021"],"dc:description":["Title from PDF of title page viewed April 19, 2021","Thesis advisor: Jacob Marszalek","Vita","Includes bibliographical references (pages 33-40)","Thesis (M.A.)--Department of Psychology. University of Missouri--Kansas City, 2021"],"dc:description.abstract":["The present study examined the degree to which college students’ motivational characteristics and perceptions of their academic self-efficacy were related to trait flow. Participants consisted of students attending a large, public university in the Midwest and from those obtained from an online recruitment platform (n = 230). Several assessments were administered to measure flow, academic motivation, and academic self-efficacy. Results of the Pearson correlation demonstrated several positive and significant associations between flow and internalized subtypes of academic motivation. Additional positive and significant associations were found between flow and academic self-efficacy. A multiple linear regression was conducted to examine relationships between motivational characteristics, academic self-efficacy, and flow. Results indicated that internalized forms of academic motivation and self-efficacy are positively associated with trait flow. The findings offer potential avenues for improvement in academic settings."],"dc:identifier.uri":["https://hdl.handle.net/10355/82401"],"dc:title":["An Examination of Motivational Characteristics and Academic Self-Efficacy Beliefs Conducive to Experiencing Flow"],"thesis:degree_discipline":["Psychology (UMKC)"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. (Master of Arts)"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:19:40Z"}