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The relationship of academic cramming to flow experience

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dc.contributor.author Brinthaupt, Thomas M.
dc.contributor.author Chin, Chul M.
dc.date.accessioned 2017-01-20T20:03:53Z
dc.date.available 2017-01-20T20:03:53Z
dc.date.issued 2001
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/5181
dc.description.abstract Research has neglected to examine the experiential aspects of academic cramming. In the present study, we assessed the relationship between cramming and Csikszentmihalyi's (1990, 1997) flow state. We expected that experiencing such a state would be more likely for students who typically cram than for non-crammers. One hundred sixty-one undergraduates participated in the study. Following a simulation of a cramming session, they completed a measure of flow experienced during the task. Results indicated that students who normally cram performed better on the test and reported higher flow scores than the non-crammers. Implications for research on flow and study habits are presented. en_US
dc.language.iso en_US en_US
dc.publisher Middle Tennessee State University, Department of Psychology en_US
dc.subject Procrastination en_US
dc.subject Flow en_US
dc.subject Academic cramming en_US
dc.title The relationship of academic cramming to flow experience en_US
dc.type Article en_US


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