Η έννοια της ψυχολογικής ροής σε χαρισματικούς μαθητές

Abstract

The aim of the work is to investigate the activities that lead charismatic students to the state of increased focus, euphoria and feedback, ie to the experience of the flow state based on Mihaly Csikszentmihalyi. How can charismatic students, even if they have problems and learning difficulties, be identified by teachers as being happy through intense concentration on work in a non-homogeneous classroom of different capacities and cultural characteristics. We studied the case of a student with asperger syndrome as a diffuse developmental disorder with particular abilities in mathematics and painting. It was found that the student had full absorption from artistic activities associated with numbers, without being distracted by external stimuli. His involvement in them has resulted in the experience of positive emotions. It was important to do the activities it performed each time. The activities were structured with clear and specific objectives to control their efforts. The challenges of activities with the student's abilities had to be in balance. Otherwise, the student was experiencing boredom, relaxation, or anxiety. The characteristics of the psychological flow are presented during the performance of the activities. In conclusion, conquering psychological flow by designing appropriate activities contributes to experiencing positive emotions from students.