Flow Theory in Classrooms : a Study of How Homework Affects Learning.

dc.contributor.advisor	Hlas, Christopher S.
dc.contributor.author	Frie, Mark
dc.date.accessioned	2009-01-13T21:24:49Z
dc.date.available	2009-01-13T21:24:49Z
dc.date.issued	2009-01-13T21:24:49Z
dc.description	Color poster with text, charts, and graphs describing research conducted by Mark Frie, advised by Chistopher S. Hlas.	en
dc.description.abstract	This study involved using student surveys to look at the correlation between the two main flow variables, skill and concentration, as well as correlations with other variables that are indirectly related with flow. Specific case studies of movement between the flow categories from week to week were also analyzed. A few major results are the significant correlations between interest and challenge and between challenge and concentration.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs.	en
dc.identifier.uri	http://digital.library.wisc.edu/1793/31868
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589
dc.subject	Learning, Psychology of	en
dc.subject	Ability--Psychological aspects	en
dc.subject	Concentration (Psychology)	en
dc.subject	Homework--Psychological aspects	en
dc.subject	Mathematics--Study and teaching	en
dc.subject	Study skills--Psychological aspects	en
dc.subject	Posters
dc.title	Flow Theory in Classrooms : a Study of How Homework Affects Learning.	en
dc.title.alternative	Achieving Flow in Mathematics.	en
dc.type	Presentation	en

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