Dispositional flow as a mediator of the relationships between attentional control and approaches to studying during academic examination preparation

Lucie Cermakova; Giovanni B. Moneta; Marcantonio M. Spada

doi:10.1080/01443411003777697

Dispositional flow as a mediator of the relationships between attentional control and approaches to studying during academic examination preparation

Lucie Cermakova, Giovanni B. Moneta, Marcantonio M. Spada

London South Bank University

Research output: Contribution to journal › Article › peer-review

30 Citations (Scopus)

Abstract

This study investigated how attentional control and study-related dispositional flow influence students' approaches to studying when preparing for academic examinations. Based on information-processing theories, it was hypothesised that attentional control would be positively associated with deep and strategic approaches to studying, and negatively associated with surface approach to studying. Based on flow theory, it was hypothesised that flow would partially mediate the relationships between attentional control and approaches to studying. A sample of 237 university students completed the Attentional Control Scale (ACS), the Dispositional Flow Scale-2 (DFS-2), the Approaches and Study Skills Inventory for Students (ASSIST) and the Evaluation Anxiety Scale (EVAN) one week before examinations. Multiple regressions supported all the hypothesised relationships. The implications of these findings are outlined.

Original language	English
Pages (from-to)	495-511
Number of pages	17
Journal	Educational Psychology
Volume	30
Issue number	5
DOIs	https://doi.org/10.1080/01443411003777697
Publication status	Published - Aug 2010

Bibliographical note

This is an Accepted Manuscript version of the following article, accepted for publication in Educational Psychology, An International Journal of Experimental Educational Psychology. https://doi.org/10.1080/01443411003777697. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

Keywords

Academic examinations
Approaches to studying
Attentional control
Dispositional flow
Evaluation anxiety
Mediation

Access to Document

10.1080/01443411003777697

Cermakova, L., Moneta, G. B. & Spada, M. M. Dispositional flow as a mediatorAccepted author manuscript, 139 KBLicence: CC BY-NC 4.0

Cite this

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title = "Dispositional flow as a mediator of the relationships between attentional control and approaches to studying during academic examination preparation",

abstract = "This study investigated how attentional control and study-related dispositional flow influence students' approaches to studying when preparing for academic examinations. Based on information-processing theories, it was hypothesised that attentional control would be positively associated with deep and strategic approaches to studying, and negatively associated with surface approach to studying. Based on flow theory, it was hypothesised that flow would partially mediate the relationships between attentional control and approaches to studying. A sample of 237 university students completed the Attentional Control Scale (ACS), the Dispositional Flow Scale-2 (DFS-2), the Approaches and Study Skills Inventory for Students (ASSIST) and the Evaluation Anxiety Scale (EVAN) one week before examinations. Multiple regressions supported all the hypothesised relationships. The implications of these findings are outlined.",

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