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Paolo Inghilleri, Giuseppe Riva, Eleonora Riva (eds.)
Enabling Positive Change: Flow and Complexity in Daily Experience
Paolo Inghilleri, Giuseppe Riva, Eleonora Riva (eds.)

Enabling Positive
Change:
Flow and Complexity
in Daily Experience
Preface By Mihaly Csikszentmihalyi

Managing Editor: Aneta Przepiórka

Associate Editor: Pietro Cipresso
Language Editor: Matthew Coleshill
Published by De Gruyter Open Ltd, Warsaw/Berlin
Part of Walter de Gruyter GmbH, Berlin/Munich/Boston

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 license,
which means that the text may be used for non-commercial purposes, provided credit is given to the
author. For details go to http://creativecommons.org/licenses/by-nc-nd/3.0/.

Copyright © 2014 Paolo Inghilleri, Giuseppe Riva, Eleonora Riva

ISBN: 978-3-11-041023-5
e-ISBN: 978-3-11-041024-2

Bibliographic information published by the Deutsche Nationalbibliothek

The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed
bibliographic data are available in the Internet at http://dnb.dnb.de.

Managing Editor: Aneta Przepiórka

Associate Editor: Pietro Cipresso
Language Editor: Matthew Coleshill

www.degruyteropen.com

Cover illustration: © Eleonora Riva

Contents
List of contributing authors X

Preface XI

Paolo Inghilleri, Giuseppe Riva, Eleonora Riva

Introduction: Positive Change in Global World: Creative Individuals and Complex
Societies 1
References 4

Paolo Inghilleri
1 Phenomenology of Positive Change: Social Growth 6
1.1 Introduction 6
1.2 Cultural Evolution and Individual Psychological Selection 7
1.3 The Artifacts and Their Relationship with the Subjective Experience 8
1.4 The Flow of Consciousness 11
1.5 The Influence on Culture and Society 12
1.6 Some Connections with Others Theories 14
References 16

Giuseppe Riva
2 Phenomenology of Positive Change: Personal Growth 18
2.1 Introduction: The Process of Personal Change 19
2.2 A New Vision of Cognition 24
2.3 A Definition of Presence 25
2.4 The Levels of Presence 26
2.5 Presence and Optimal Experiences 30
2.6 Optimal Experiences and Personal Change 32
2.7 Conclusions 34
References 35

Giuseppe Riva, Andrea Gaggioli

3 Positive Change and Positive Technology 39
3.1 Introduction: The Growing Role of Technology in Our Life 39
3.2 From Positive Psychology to Positive Technology 40
3.3 Hedonic Level: Using Technology to Foster Positive Emotional States 42
3.4 The Eudaimonic Level: Using Technology to Promote Engagement and Self-
Empowerment 43
3.5 The Social and Interpersonal Level: Using Technology to Promote Social
Integration and Connectedness 45
3.6 Conclusions: Positive Technology for Personal Growth 46
References 49
Andrea Gaggioli, Luca Milani, Elvis Mazzoni, Giuseppe Riva
4 Positive Change and Networked Flow: From Creative Individuals to Creative
Networks 53
4.1 Introduction 53
4.1.1 The Sociocognitive Approach 54
4.1.2 The Sociocultural Approach 57
4.2 From Group Creativity to Creative Networks: the Networked Flow Model
59
4.2.1 The Emergence of Networked Flow: the Role of Social Presence 59
4.3 Networked Flow: a Six-Stage Model of Group Creativity 61
4.3.1 Phase 1: Meeting (Persistence) 62
4.3.2 Phase 2: Reducing the Distance 62
4.3.3 Phase 3: The Liminality-Parallel Action 63
4.3.4 Phase 4: Networked Flow 64
4.3.5 Phase 5: Creation of the Artifact 65
4.3.6 Phase 6: Application of the Artifact 65
4.4 Understanding Networked Flow: Social Network Analysis 66
4.4.1 Density 67
4.4.2 Group Centralization 67
4.4.3 Cliques Participation Index (CPI) 67
4.4.4 The SNA Procedure: Examples of Analysis 68
4.5 Conclusions 71
References 71

Eleonora Riva, Nicola Rainisio, Marco Boffi

5 Positive change in clinical settings: flow experience in psychodynamic
therapies 74
5.1 Introduction: a Positive View of Human Beings 74
5.2 Positive Psychology and Health: From Meta-Theories Towards
Therapeutic Instruments 76
5.3 Positive Psychology and Psychodynamic Psychotherapy: Common
Grounds and Proposals for Contamination 78
5.4 Flow of Consciousness in Psychodynamic Psychotherapies: the Basis for
the Birth of a Flow Therapy 79
5.5 Flow Therapy: Model and Instruments 81
5.5.1 The Therapy Session as Experience of Flow 81
5.5.2 Flow as Object of the Therapy 83
5.6 Conclusions: Mr. X and His Flow 84
References 85
Nicola Rainisio, Marco Boffi, Eleonora Riva
6 Positive Change in Environment: Aesthetics, Environmental Flowability and
Well-Being 91
6.1 Introduction 91
6.2 Place as a Stimulus 92
6.3 Place as an Experience 95
6.4 Place as Generative 97
6.5 Preliminary Results 99
6.5.1 Procedure 99
6.5.2 Results 100
6.6 Concluding Remarks 101
References 102

Marco Boffi, Eleonora Riva, Nicola Rainisio

7 Positive Change and Political Participation: Well-Being as an Indicator of
the Quality of Citizens’ Engagement 105
7.1 Envisioning Better Societies: Concepts and Measures for a Positive
Change 105
7.1.1 The Evolution of the Concept of Quality of Life 106
7.1.2 Change Through Knowledge 107
7.2 The Political Role of Well-Being Studies 108
7.2.1 The Hedonic Level: Complementing the Political Agenda 109
7.2.2 The Eudaimonic Level: Imagining New Perspectives 111
7.3 Personal Development for Social Change: the Role of Flow of
Consciousness in Participatory Behaviors 113
7.4 Conclusions 117
References 118

Rob Cavanagh, David Sharnoff

8 Positive Change and Scholastic Education 123
8.1 Introduction 123
8.2 The Capabilities-Expectations Model of Student Engagement in School
Learning 123
8.3 Empirical Investigations of the Capabilities-Expectations Model 125
8.3.1 Measurement of Capabilities and Expectations 126
8.3.2 The Balance Between Learning Capabilities and Expectations of
Learning 126
8.3.3 The Relationship Between Engagement Constructs and the Classroom
Learning Environment 127
8.4 The Environmental Complexity Model of Optimal Learning Environments
128
8.5 Dimensions of Environmental Challenge and Environmental Support
129
8.6 The Influence of Learning Environment Dimensions on Student
Engagement 131
8.7 Conclusion 132
References 134

Barbara Diana, Luca Argenton, Marisa Muzio

9 Positive Change and Flow in Sport 138
9.1 Introduction 138
9.2 Peak Moments 139
9.2.1 Peak Moments and Flow 140
9.3 Flow andSports 141
9.4 Flow State Scale 142
9.5 From Nine Dimensions to Mental Preparation 143
9.5.1 Interview 145
9.5.2 Psycho-Diagnostic Assessment 145
9.5.3 Goal Setting 145
9.5.4 Proprioceptive Training 146
9.5.5 Stress Handling and Relaxing 146
9.5.6 Thought Control and Self-Talk 146
9.5.7 Focus 147
9.6 Imagery 147
9.6.1 Ideomotor Training 148
9.6.2 Evaluation and Follow up 148
9.7 Future Directions 148
References 149

Paolo Inghilleri, Franco Cesaro

10 Positive Change and Transgenerational Relationships in Family Business
152
10.1 Introduction 152
10.2 The Family Business as Bio-Cultural System: Competition Between
Memes and Genes and the Function of Flow 154
10.3 Family, Company and Flow 156
10.4 The Case Histories 158
10.4.1 Story 1: From the Absence to the Creation of Flow in the Company and in
the Family 158
10.4.2 Story 2: Initial Presence of Flow in the Family, Lack of Flow in the
Company and Consequent Discomfort in the Family as Well 159
10.4.3 Story 3: Flow in the Family, Flow in the Company. The Case of
Acquisitions and the Value of Corporate Culture 161
10.4.4 Story 4: Flow in the Family, Flow in the Company. Well-Being Created
Also by the Ability to Face and Overcome Grief and Shock. 162
10.5 Conclusions 163
 References 164

Jeanne Nakamura
11 Positive Change and Mentoring in Adulthood 166
11.1 Introduction 166
11.2 Good Work and Good Mentoring in Science 167
11.2.1 Mentors’ Memes 168
11.2.2 Mentors’ Means of Influence 170
11.2.3 Additional Features of Mentoring Relationships in the Lineage Study 171
11.3 Mentored Development in a Complex Flow Activity 172
11.3.1 Aikido as a Complex Flow Activity 173
11.3.2 Aikido and the Growth of Vital Engagement 174
11.3.3 The Mentored Development of Complex Capacities for Action 175
11.3.4 Integrating Power and Gentleness 177
11.3.5 Forms of Complexity 178
11.4 Conclusion 181
References 181

Wendy Fischman, Lynn Barendsen

12 Positive Change and Quality of Time in Daily Life 183
12.1 Introduction 183
12.2 Literature Review 184
12.3 Findings: Our Study 188
12.3.1 Methodology 189
12.3.1.1 Phase 1 189
12.3.1.2 Phase 2 189
12.3.1.3 Phase 3 190
12.3.1.4 Phase 4 190
12.4 Findings 190
12.4.1.1 Time as an Indicator of Quality 190
12.4.1.2 Time Well Spent and Wasted Time 192
12.4.1.3 Personal Meaning and the Optimal Experience 194
12.4.1.4 Prioritizing Quality in Everyday Life 196
12.4.1 Time Well Spent Award 196
12.4.2 Quality Course 197
12.5 Conclusion 199
References 200
Author Index 202
List of Figures 205
List of Tables 207
Index 208
List of contributing authors
Paolo Inghilleri Barbara Diana
Chapter 1 Chapter 9
Chapter 10
Luca Argenton
Giuseppe Riva Chapter 9
Chapter 2
Chapter 3 Marisa Muzio
Chapter 4 Chapter 9

Eleonora Riva Franco Cesaro

Chapter 5 Chapter 10
Chapter 6
Chapter 7 Jeanne Nakamura
Chapter 11
Andrea Gaggioli
Chapter 3 Wendy Fischman
Chapter 4 Chapter 12

Luca Milani Lynn Barendsen

Chapter 4 Chapter 12

Elvis Mazzoni
Chapter 4

Nicola Rainisio
Chapter 5
Chapter 6
Chapter 7

Marco Boffi
Chapter 5
Chapter 6
Chapter 7

Rob Cavanagh
Chapter 8

David Sharnoff
Chapter 8
Mihaly Csikszentmihalyi
Preface
It is with great pleasure tinted with a touch of pride that I am sitting down to write
an introduction to this collection. I can safely say that of the many books written
on positive psychology in the 15 years since its inception, this one provides the best
evidence that the perspective has matured into a coherent and fruitful conceptual
domain, offering fresh directions for theory and research, and the promise of becom-
ing a major sub-field of psychology.
I became involved in positive psychology because of an increasing unease with
the image of man that has emerged in the last century. Following the lead of the other
sciences, psychology in the 20th century tried to break the reality it was studying
into the smallest possible units of analysis. The great success of physics had been the
discovery of sub-atomic processes; biology became a serious science after it evolved
into microbiology; even philosophy tried to reach wisdom by the analysis of “protocol
sentences”. Not surprisingly, psychologists followed the trend – even while it was
becoming increasingly clear that analytic precision in the other sciences was coming
at the price of a loss of synthetic understanding. So from Wundt’s labs in Leipzig to
Skinner’s mazes at Harvard, behavior was broken down into its smallest units, and
then put back together as the scientific representation of what mice and men were
like. So psychology provided us with a picture not unlike what is given to a customer
who wanders into a hall of mirrors at an amusement park: here he looks like a skele-
ton, next he looks like a hippopotamus . . . all the pictures are sharp, they are real. But
we know they are not true representations of ourselves: it is the way that the mirrors
were built that creates these phantoms. Unfortunately, this realization has not yet
dawned on many who read the accounts of who we are, based on some of the research
psychology has spawned. They do not realize that just as the mirror in the amuse-
ment park distorts our true image, the conditions in the laboratory experiments often
distort what our thoughts, values, and behaviors are truly like. This is why reading a
volume like the present one, which tries as much as possible to describe and interpret
human behavior in its real complexity, and in realistic contexts, is so invigorating.
This volume also makes a unique contribution in clarifying what Seligman has
called the “third pillar” of positive psychology: namely, positive institutions. Thus
far, institutions have been studied mainly in terms of what they contribute to the first
two “pillars” – to positive experiences or to character strengths. The editors made a
wise decision in focusing the volume on positive change. By so doing, they have fore-
grounded an aspect of positive psychology that rarely appears in the literature. Cur-
rently institutions – family, schools, workplaces – are seen as providing experiences
that produce either positive or negative affect in people. The research questions are of
the type: why do children dislike schools? Why do lawyers hate their jobs? Of course,
these are important questions, but if pursued exclusively they narrow the scope of our
XII Preface

understanding until we risk validating the caricature of our critics, and turn positive
psychology into “happiology” – a search for hedonic well-being, with a short and
shallow future.
In their magisterial introduction, the editors outline a much broader view of the
relationship between the “three pillars”. The relationship is not all one-way, they
point out. How we feel about them determines the future of institutions just as much
as we are being affected by them – by the technology, economy, and social arrange-
ments into which we are born. This perspective, first articulated by Professor Fausto
Massimini at the University of Milan, and built upon by Paolo Inghilleri in his power-
ful book translated into English as From Subjective Experience to Cultural Change, is
clearly articulated in the Introduction of this volume, and serves as the theoretical
foundation for most of what follows.
The two chapters following the Introduction also make an indispensable contri-
bution to the emerging domain of positive psychology. Those who write in this new
field (myself included) spend a great deal of effort reassuring their readers that pos-
itive psychology is not developing as an antithesis to the existing field, but rather
builds on and tries to enrich previous knowledge. Yet we rarely bother to show how
the synthesis between general and positive psychology could be accomplished. Chap-
ters 2 and 3 in this volume are exemplary first steps in that redressing this unfortunate
state of affairs.
Each if the remaining ten chapters opens up a new window showing different
vistas of how an understanding of flow and optimal experience interacts with some
fundamental aspect of the human condition, ranging from technology to the environ-
ment, from politics to psychotherapy, from sports to business, from everyday experi-
ences to the intergenerational transmission of values and skills. Each of these vistas
promises an exciting intellectual adventure for the interested scholar to embark on.
I wish I could go on and on, exploring the ideas that these chapters present. But my
role in this venture is similar to that of a curator introducing an exhibition of contem-
porary art to a visiting audience. The visitors have not come to hear the curator, but to
experience the art directly. To do so all you have to do is turn the page.
Paolo Inghilleri, Giuseppe Riva, Eleonora Riva
Introduction: Positive Change in Global World:
Creative Individuals and Complex Societies
Modern society offers, day after day, challenges of increasing complexity. The global
citizen is constantly stimulated by demand from the world of work, family and the
social environment. Simultaneously they realize how necessary it is, in a busy and
hectic life, to find some time for themselves, to cultivate their own physical and
mental health, and to carve out spaces for leisure, hobbies, friends, family, and in
general to what gives meaning to life (Csikszentmihalyi & Csikszentmihalyi, 2006).
It is becoming more and more important to develop the ability to select activities,
relationships, needs and desires in a creative and evolutionary way, and give these
a privileged space, making them emerge from an offer that becomes gradually more
and more extensive and varied. This book offers a possible interpretation of the many
human experiences that emerge successfully from the challenges of modern com-
plexity. The authors of the twelve chapters outline a vision of human experience as a
close connection among personal characteristics, everyday experience, psychologi-
cal well-being and elements of the socio-relational and environmental context. It is a
correlation of elements originating from each one of these four areas that enables the
development of positive changes, and allows their stabilization in the experience of
individuals or groups, making them increasingly complex and creative. In this vision
of the human experience, Flow, meant as a driving force for the subjective develop-
ment, is a central element Csikszentmihalyi (1975/2000; 1990). In the various chapters
of the book, from the more general to the more specific ones, it clearly emerges that
there are many new areas where the application of Flow Theory can be stimulating
and produce innovative readings and new models of research. The Flow is seen as
an experience that can be assessed and fostered in very different contexts, using dif-
ferent methodologies and approaches, and its function is highlighted in promoting
change not only in the individual but also in relational situations and social contexts.
In the first two chapters there is an excursus of the characteristics and experi-
ences which promote and permit positive change in socio-relational and individual
perspectives. The Flow model is combined with other contemporary approaches, the-
ories and intervention models, in order to envisage its use as a key to understanding
the positive psychological experiences implied by the various approaches to reading
psychological experience. Paolo Inghilleri exposes the theoretical background of
the Optimal Experience Theory, highlighting the connections between Flow, subjec-
tive experience and social and cultural development. In the first chapter the author
defines Optimal Experience, its relation with cultural artifact and cultural transmis-
sion, and with the development of autotelic characteristics of personality. After a
socio-cultural collocation of the concept, Inghilleri proposes connections and paral-
lelisms with classic and recent concepts of social and clinical psychology, like James
Copyright © 2014 Paolo Inghilleri, Giuseppe Riva, Eleonora Riva
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
2 Introduction

and Kohut’s empathy, Bion’s negative capability, Stern’s present moment and Siegel’s
mindfulness. In the second chapter Giuseppe Riva focuses on the concept of personal
change, considered as a complex process depending on the person, the issues and
the situation. The author centers his attention on the capacity of Flow to allow the
individual to consider the long-term personal goals from a different point of view,
facilitating generativity and behavioral flexibility. This is related to the sense of Pres-
ence, considered as an experience of self-engagement that brings the individual to
put their intention in action and provide the self with a feedback about the status
of the activity. Riva proposes an analysis of cognitive change in which Presence and
Flow collaborate in order to find creative solutions to emerging problems: Presence
allows the individual to perceive the experiential conflicts, and pushes the cognitive
system to resolve them, while the way to find a solution to the perceived conflicts is
often shown by past experiences of Flow.
The following three chapters are dedicated to new approaches and research
models that use emergent communicational and relational instruments to promote
the Flow experience and consolidate positive change and psychological well-being.
In the third chapter Riva G. & Gaggioli address the issue of cyber technologies as a
means for promoting optimal experience and well-being. They present an overview
of researches in which cyberpsychologists, while studying the different processes of
change related to the use of new technologies, show that digital instruments of com-
munication and other related technologies can be used to improve personal devel-
opment and well-being. In this order of ideas, the authors introduce the concept of
Positive Technology, detailing three different uses of technological instruments to
perform personal changes: Hedonic, that qualifies daily life introducing positive and
pleasant experiences; Eudaimonic, that supports the individual in reaching engaging
and self-actualizing experiences; Social/Interpersonal, that supports and improves
social integration and connectedness with other individuals. Gaggioli & colleagues,
in the fourth chapter, deepen the opportunities provided by new technologies for
the development of well-being experiences. They propose the concept of Networked
Flow, in which they hypothesize that participation in social networks promote cre-
ativity as a product of the group, intended as a virtual and intellectual community.
In Networked Flow group creativity materializes in the production of artifacts that
are immediately shared and used in or applied to the network’s group itself, increas-
ing its complexity and its faculty to develop further occasions of shared Flow and
creativity. In chapter five, Riva E. & colleagues propose a new model to use Flow in
clinical settings, to promote positive change, well-being and the development of a
more complex and flexible Self. While cognitive-behavioral therapies have devel-
oped various instruments derived from Positive Psychology models and theories, the
contamination with psychodynamic psychotherapies has remained minimal. The
authors consider the Flow Experience as a psychodynamic construct, and propose to
insert the analysis and promotion of Flow in psychodynamic medium and long term
psychotherapies. Three ways to approach Flow in a clinical setting are described in
 Introduction 3

the chapter: to investigate it in past experience; to promote its development in daily

present experience and to develop Flow situations inside the psychotherapy sessions.
These concepts are described in short case studies.
Chapters from six to ten propose the application of Flow in different social con-
texts, some of them facing new frontiers, such as the environment or politics, others
describing the current developments in areas of interest such as education, work or
sport. Rainisio & colleagues, in chapter six, describe an application of Flow Theory
to environmental psychology. In literature both the environmental preference and
the psychological restoration due to interaction with natural landscapes are justified
referring to biological legacies or universal psychological characteristics. In this con-
tribution the authors define the concept of Flowability as a subjective criterion -devel-
oped during daily cultural experience- used to evaluate a place and consider it as
potentially regenerative. Transcultural data are reported in support of this. In chapter
seven Boffi & colleagues explore the implication of the use of the Flow concept in
political participation. Just as well-being has been considered, in literature, one of
the central indicators for social development, often the indicators used to detect the
presence and evolution of well-being have taken into account more material aspects
than subjective experience. The authors propose that an eudaimonic perspective can
fruitfully explain the link between individuals’ well-being and participation, and
Flow can be used as a referential theory to describe the mechanisms affecting both
personal growth and social context, resulting in an inspiring notion to design partici-
pative settings: if those in charge of promoting participation policies were informed
of such a distribution of flow-generating activities in each community, it would be
possible for them to design new forms of participation more sensitive to people’s pref-
erences and more likely to succeed. Cavanagh & Shernoff, in chapter eight, explore
the relationship between the school learning environment and psychological posi-
tive theory and experience. Specific attention is addressed to the influence of Flow in
classroom experiences and of optimal learning environments reported by scholars in
compulsory education. Two empirically validated construct models are presented that
incorporate the Flow Theory and classroom learning environment constructs: these
are the Capabilities-Expectations Model of Student Engagement in School Learning and
the Environmental Complexity Model of Optimal Learning environments. Each of them
enables experiences and the respective conducive conditions to become operational
and foster research besides giving essence to design of positive change in schooling.
Transcultural and transnational comparisons are reported. In chapter nine Muzio &
colleagues discuss the role of optimal experience in sports psychology. The authors
deepen the tools and strategies available for trainers and instructors to activate posi-
tive change in athletes and teams, and present research data on Flow in sports, both
in regard to the evaluation of subjective experience and the interventions that can
increase the chance of finding Flow. Inghilleri & Cesaro face the work environment
from a new perspective: their contribution concerns a research on small enterprises
ruled by single families. In this context, which constitutes the lifeblood of the Italian
4 Introduction

commercial substrate, family relationships and job roles merge and mingle, creat-
ing potentially explosive situations but also rich in terms of investment of emotional
and psychic energy. In chapter ten the authors present the impact of training on the
relationships and good management based on Flow Theory and its applications on
family enterprises.
The last two chapters of the book regard persons or situations that can promote
the subjective ability to detect and foster Flow experiences. In chapter eleven Naka-
mura develops a model of mentoring which relies on the environment built through
relational dimensions. Her analysis shows how a true mentor transmits knowledge
and skills together with values supporting a sense of professional responsibility. In
this perspective we can observe, from an individual point of view, the development of
an autotelic personality, and from a cultural point of view, the transmission of excel-
lence. In the chapters second half the author deepens the model proposed through
the presentation of a case study taken from the martial art of aikido, in which the rela-
tion among individual involvement, mentors features and environmental characteris-
tics clearly emerges, allowing for the promotion of subjective complexity and multiple
experiences of mentoring and cultural transmission. In chapter twelve, through the
exposition of research data, Fishman & Barendsen describe the impact of “quality”
of everyday time and of the subjective perception of “time well spent” in the develop-
ment of a style of life that may foster the encounter with subjective optimal experi-
ence. The authors investigated how people use time, what they consider to be a waste
of time, and demonstrated, through the interaction of the Flow Model with other con-
structs, how time well spent with family and friends is paramount in terms of what
they think about quality and the prioritization of quality in their lives.
The wide array of disciplines and applications described in the different chap-
ters strengthens the idea of the importance of positive change in the experience of
individuals or groups. As the field continues to grow, we eagerly expect extensive
on-the-field trials as well as comparative results with existing methods of practice,
supporting the continuous growth of new applications.
In the end, we hope that the contents of this book will stimulate more research
on the social, cognitive and human factors connected to the experience of “positive
change” and on how to make the best of it in the different fields discussed in the
chapters. We thank all the authors for their great work in making this book what we
believe it to be – a significant contribution to understanding the roles and importance
of positive change in a range of personal and interactive situations. In particular, the
book aimed to underline the role played by Flow in promoting change not only to the
individual but also in relational situations and social contexts.

References
Csikszentmihalyi, M. (1975/2000). Beyond boredom and anxiety. San Francisco: Jossey Bass.
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