Flow State and Academic Engagement amongst Students through Optimized Study Spaces
Jamaica Marie D. Cadinas1. May Marcell M. Corneja2, Jessie Jane Z. Dimaano3,
Crissa Jane V. Montablan4, Myka Jenine T. Samson5
https://orcid.org/0009-0008-4104-85681, https://orcid.org/0009-0005-5126-44142, https://orcid.org/0009-0006-5000-02893, https://orcid.org/0009-0004-9779-23624,https://orcid.org/0009-0009- 5697-082755
maymarcell.corneja@ub.edu.ph1, 2120250@ub.edu.ph2, 2120032@ub.edu.ph3, 2120432@ub.edu.ph4, 2020090@ub.edu.ph5
University of Batangas, Lipa City
Gov. Feliciano Leviste Road, Lipa City, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/750665
ABSTRACT
Many students struggle with focus and performance due to poorly maintained study spaces. This research, grounded in Csikszentmihalyi’s flow theory and Bonner II’s academic engagement theory, examines how areas built for academics impact flow state and academic engagement, emphasizing the limitations of current campus study areas and their impact on productivity, attention, and motivation and using a mixed-method approach with the PSAE-QA – Person-Situation Academic Engagement Questionnaire for Adults Flow State Scale and an open-ended interview. Accordingly, the data were analyzed through ANOVA, Pearson correlation, and thematic coding. Findings indicate an average level of flow (0.41) and academic engagement (0.51), with a moderate positive correlation (0.59) between the two variables in the current study. Students reported higher engagement in quiet, well-equipped environments. The results suggest that improving study space design could enhance both flow and engagement, with differences observed across student year levels and programs. Creating flexible, student-centered spaces is essential to boosting focus, motivation, and academic performance.
Keywords: Psychology, Flow State, Academic Engagement, Study Space, Ergonomics, Mixed Method Research Design, Philippines
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