Engagement in learning helps students to become involved, committed and attentive in achievement-related activities and tasks. This preliminary study attempted to establish if there exist a relationship between six motivational forces and state of engagement, as measured by flow. A set of questionnaire containing subscales to measure future time perspective, achievement need, learning goals, self-efficacy, self-determination, expectancy values and flow was given to 94 secondary school students. Results show that all six motivational forces were significantly correlated with flow. As the basis for future model path analysis to examine the potential motivational predictors for flow, multiple regression analysis indicates that only future time perspective and self determination significantly predict flow. Discussion focuses on the importance of cultivating the motivational forces in secondary school students to improve flow in learning. © 2010 Published by Elsevier Ltd.
Elias, H., Mustafa, S. M. S., Roslan, S., & Noah, S. M. (2010). Examining potential relationships between flow and motivational forces in Malaysian secondary school students. In Procedia - Social and Behavioral Sciences (Vol. 9, pp. 2042–2046). https://doi.org/10.1016/j.sbspro.2010.12.443