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dc.contributor.authorPietluch, Arkadiusz-
dc.date.accessioned2024-02-05T08:50:31Z-
dc.date.available2024-02-05T08:50:31Z-
dc.date.issued2023-
dc.identifier.citationCrossroads. A Journal of English Studies 42 (3/2023), pp. 11-29pl
dc.identifier.urihttp://hdl.handle.net/11320/15970-
dc.description.abstractSustained flow (SF) is a motivational phenomenon characterised by long-term, heightened engagement in pursuit of personally meaningful goals (Dörnyei et al. 2014). As SF experiences allow indi-viduals to produce exceptional accomplishments, it was initially conceptualised that positive emotionality is the only type of affect associated with the flow. However, a closer analysis of former studies revealed that negative emotions, such as frustration or anxiety, are not uncommon for the phenomenon at hand (Ibrahim 2016; Muir 2020; Sak & Gurbuz 2022). Considering the scarcity of prior efforts to scrutinise SF experiences for the presence of negative affect, the present study was initiated to fill the gap in SF-relat-ed research. Following the sampling phase, which sought to identify prospective SFs amongst 163 adult individuals learning foreign languages, thematic analysis was applied to elucidate the nature of the affect experienced by the respondents. The final sample consisted of 4 participants who reported experiencing severe negative emotional stimulation associated with their SFs. Based on these accounts, three major sources of negative affect were identified, i.e., preoccupation beyond SF requirements, inner coercion to perform SF routines, and a prolonged sense of loss. While instances of negative affect associated with SF are relatively rare, it was found that this type of emotionality may cause some experiences to cease prematurely, and some of its potential consequences may exceed the lifespan of SF.pl
dc.language.isoenpl
dc.publisherThe University of Białystokpl
dc.rightsCreative Commons Attribution NonCommercial ShareAlike 4.0 International Licensepl
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/pl
dc.subjectsustained flowpl
dc.subjectnegative affecpl
dc.subjectsecond language motivationpl
dc.subjectprolonged engagementpl
dc.subjectpositive emotionalitypl
dc.titleNegative affect in sustained flow: An investigation into adverse consequences of prolonged engagementpl
dc.typeArticlepl
dc.rights.holderCreative Commons Attribution NonCommercial ShareAlike 4.0 International License (CC BY-NC-SA 4.0)pl
dc.identifier.doi10.15290/CR.2023.42.3.02-
dc.description.Emailapietluch@ur.edu.plpl
dc.description.BiographicalnoteArkadiusz Pietluch is an associate professor at the University of Rzeszów (Poland), where he currently teaches didactics, ELT methodology, phonetics, and practical English. His areas of academic interest include bilingualism and the impact of psychological variables on language acquisition.pl
dc.description.AffiliationUniversity of Rzeszów, Polandpl
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dc.description.referencesDörnyei, Z., & Schmidt, R. 2001. Motivation and Second Language Acquisition. Honolulu: Second Language Teaching and Curriculum Centre.pl
dc.description.referencesDörnyei, Z., Muir, Ch., & Ibrahim, Z. 2014. Directed motivational currents. Energising language learning by creating intense motivational pathways. In: D. Lasagabaster, A. Doiz, & M. Sierra (eds.), Motivation and Foreign Language Learning. From Theory to Practice, 9–22. Amsterdam: John Benjamins Publishing Company.pl
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dc.description.referencesMuir, Ch. 2016. The Dynamics of Intense Long-Term Motivation in Language Learning: Directed Motivational Currents in Theory and Practice [PhD thesis]. University of Nottingham, England.pl
dc.description.referencesMuir, Ch. 2020. Directed Motivational Currents and Language Education: Exploring Implica-tions for Pedagogy. Bristol: Multilingual Matters.pl
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dc.description.referencesPietluch, A. 2018. Extraordinary motivation or a high sense of personal agency: The role of self-efficacy in the directed motivational currents theory. New Horizons in English Studies 3(1): 45–56. http://dx.doi.org/10.17951/nh.2018.3.45pl
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dc.description.referencesSak, M., & Gurbuz, N. 2022. Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis. Language Teaching Re-search: 1–20. https://doi.org/10.1177/136216882211259pl
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dc.identifier.eissn2300-6250-
dc.description.issue42 (3/2023)pl
dc.description.firstpage11pl
dc.description.lastpage29pl
dc.identifier.citation2Crossroads. A Journal of English Studiespl
dc.identifier.orcid0000-0001-8260-9001-
Występuje w kolekcji(ach):Crossroads. A Journal of English Studies, 2023, Issue 42

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