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Abstract(s)
Csikszentmihalyi introduziu a ideia de que música e Flow estão estritamente relacionados.
Do mesmo modo, outras investigações na área têm apontado não só esta relação entre a
música e o Flow, como também para a importância das emoções vivenciadas, dos objetivos
de realização, que podem depender de diferenças individuais, mais especificamente
referentes com a personalidade. Este conjunto de variáveis podem propiciar sentimentos de
bem-estar nos estudantes de música.
O presente estudo tem como principal objetivo investigar a influência das Dimensões de
Personalidade, da experiência de Emoções Positivas e Negativas, e dos Objetivos de
Aprendizagem de alunos de música nos seus níveis de Flow. De forma complementar
analisou-se, ainda, o papel de algumas variáveis contextuais.
Os dados foram recolhidos de forma presencial, a partir do preenchimento de um protocolo
constituído por um questionário sociodemográfico, pela Escala Disposicional Curta de
Avaliação do Estado de Flow, pelo Inventário de Personalidade NEO-FFI-20, pela Escala
de Padrões Adaptativos de Aprendizagem: Orientação para os Objetivos em Contexto de
Realização (EOOCR) e pela Escala de Positividade. Participaram no estudo 218 alunos de
música (112 do género masculino e 106 do feminino) do quinto ao décimo segundo ano de
escolaridade, com idades compreendidas entre os 9 e os 19 anos (M = 12.22; DP = 2.011), e
provenientes de uma Academia de Música da região Norte do país.
Em termos gerais, os resultados sugerem que a Personalidade, as Emoções e os Objetivos
contribuem para a explicação do Flow. Mais especificamente, as dimensões que
apresentaram um maior impacto no Flow foram a Conscienciosidade, seguindo-se os
Objetivos de Orientação para a Mestria e a Abertura à Experiência. Os dados revelaram
ainda variáveis que apresentaram diferenças estatisticamente significativas, à exceção dos
Objetivos de Orientação para o Resultado do tipo Evitamento e do tipo de instrumento, com
o Flow. Também se verificaram correlações estatisticamente positivas com o Flow. Em
suma, o presente trabalho permitiu clarificar as variáveis implicadas no Flow,
nomeadamente em contexto de aprendizagem ou formação musical.
Csikszentmihalyi introduced the idea that music and Flow are related. Other investigations in the area have pointed not only to this relationship between music and Flow, but also to the importance of the emotions, the goals orientation, which may depend on individual differences, more specifically with personality. This set of variables can provide feelings of well-being in music students. The main aim of the present study is to investigate the influence of Personality Dimensions, experience of Positive and Negative Emotions, and Goal Orientation of music students on their Flow levels. In a complementary way, we also analyzed the role of some contextual variables. Sample included 218 Music Academy students (112 male and 106 female), from the fifth to the twelfth year of schooling, aged between 9 and 19 years (M = 12.22; DP = 2.011), who completed a protocol consisting of: a sociodemographic questionnaire, the Short Dispositional Scale for the Assessment of the State of Flow, the Inventory of Personality NEO-FFI-20, the Personal Achievement Goal Orientations Scale (from the Patterns of Adaptive Learning Scales (PALS) ) (EOOCR), and by the Positivity Scale . Overalll, results suggest that Personality, Emotions and Goals contribute to the explanation of Flow. More specifically, the dimensions that had the greatest impact on Flow was Conscientiousness, followed by the Orientation Objectives for Mastery and Openness to Experience. Additionally, results also showed that, with the exception instrument type, contextual variables were associated with Flow. In sum, this research highlights the variables involved in Flow, namely in the context of musical training.
Csikszentmihalyi introduced the idea that music and Flow are related. Other investigations in the area have pointed not only to this relationship between music and Flow, but also to the importance of the emotions, the goals orientation, which may depend on individual differences, more specifically with personality. This set of variables can provide feelings of well-being in music students. The main aim of the present study is to investigate the influence of Personality Dimensions, experience of Positive and Negative Emotions, and Goal Orientation of music students on their Flow levels. In a complementary way, we also analyzed the role of some contextual variables. Sample included 218 Music Academy students (112 male and 106 female), from the fifth to the twelfth year of schooling, aged between 9 and 19 years (M = 12.22; DP = 2.011), who completed a protocol consisting of: a sociodemographic questionnaire, the Short Dispositional Scale for the Assessment of the State of Flow, the Inventory of Personality NEO-FFI-20, the Personal Achievement Goal Orientations Scale (from the Patterns of Adaptive Learning Scales (PALS) ) (EOOCR), and by the Positivity Scale . Overalll, results suggest that Personality, Emotions and Goals contribute to the explanation of Flow. More specifically, the dimensions that had the greatest impact on Flow was Conscientiousness, followed by the Orientation Objectives for Mastery and Openness to Experience. Additionally, results also showed that, with the exception instrument type, contextual variables were associated with Flow. In sum, this research highlights the variables involved in Flow, namely in the context of musical training.
Description
Keywords
Alunos de Música Emoções Positivas e Bem-Estar Flow Objetivos Personalidade