@misc{CsikszentmihalyiSchiefele1992,
  author    = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich},
  title     = {Arts education, human development, and the quality of experience},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33547},
  year      = {1992},
  abstract  = {Content: Introduction: Do the Arts Really Matter? Aesthetic Cognition and Human Development The Significance of Arts in Everyday Life: Evidence from Case StudiesArts and Quality of Experience: A Systematic Analysis The Conditions of Optimal Experience The Representation of Experience in Personality Consequences for Teaching the Arts},
  language  = {en}
}
@misc{CsikszentmihalyiSchiefele1993,
  author    = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich},
  title     = {Die Qualit{\"a}t des Erlebens und der Prozeß des Lernens},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33578},
  year      = {1993},
  abstract  = {In der vorliegenden Arbeit wird argumentiert, daß das Erleben von „Flow" im Prozeß des Lernens f{\"u}r das Entstehen von intrinsischer Lernmotivation und f{\"u}r die kognitive Entwicklung der Sch{\"u}ler von entscheidender Bedeutung ist. Die FIow-Theorie von M. Csikszentmihalyi wird ausf{\"u}hrlich dargestellt und ihre Relevanz f{\"u}r den Lernprozeß erl{\"a}utert. Es werden zwei empirische Studien berichtet, die die Auswirkungen des Flow-Erlebens auf schulisches Lernen belegen. Schließlich wird der Versuch gemacht, Folgerungen f{\"u}r die p{\"a}dagogische Praxis abzuleiten.},
  language  = {de}
}
@misc{CsikszentmihalyiSchiefele1994,
  author    = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich},
  title     = {Interest and the Quality of Experience in Classrooms},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33647},
  year      = {1994},
  abstract  = {This study investigated the relation between interest in four different subject areas (mathematics, biology, English, history) and the quality of experience in class. The strength of interest as a predictor of experience was contrasted with that of achievement motivation and scholastic ability. A total of208 highly able freshmen and sophomores completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test (PSAT). These assessments were followed by one week of experience sampling. In addition, grades were available for the subject areas involved. The results showed that interest was a significant predictor of the experience of potency, intrinsic motivation, self-esteem, and perception of skill. Controlling for ability and achievement motivation did not decrease the strength of these relations. Achievement motivation and ability proved to be considerably weaker predictors of the quality of experience than was interest. In addition, interest contributed significantly to the prediction of grades in mathematics, biology, and history, but not English. The main results and some limitations of the study are discussed, and suggestions for future research are made.},
  language  = {en}
}
@misc{CsikszentmihalyiSchiefele1995,
  author    = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich},
  title     = {Motivation and ability as factors in mathematics experience and achievement},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33668},
  year      = {1995},
  abstract  = {This study examined relationships among interest, achievement motivation, mathematical ability, the quality of experience when doing mathematics, and mathematics achievement. One hundred eight freshmen and sophomores (41 males, 67 females) completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test. These assessments were followed by 1 week of experience sampling. Mathematics grades were available from the year before the study started, from the same year, and from the following 3 years. In addition, a measure of the students' course level in mathematics was included. The results showed that quality of experience when doing mathematics was mainly related to interest. Grades and course level were most strongly predicted by level of ability. Interest was found to contribute significantly to the prediction of grades for the second year and to the prediction of course level. Quality of experience was significantly correlated with grades but not course level.},
  language  = {en}
}