Advertisement

A Qualitative Study on Subjective Attitudes and Objective Achievement of Autotelic and Non-autotelic Students of English as a Foreign Language

  • Beata TelążkaEmail author
Chapter
  • 850 Downloads
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

Csikszentmihalyi (Flow. Harper and Row, New York, 1990), who introduced the concept of autotelic personality, claims that an autotelic individual is the one who performs certain actions for their own sake, rather than in order to achieve some external goals. Moreover, autotelic personalities have a greater ability “to initiate, sustain, and enjoy optimal experiences. The mark of the autotelic personality is the ability to manage a rewarding balance between the ‘play’ of challenge finding and the ‘work’ of skill building. Thus autotelic individuals should enjoy clear advantages in realizing the development of their talents to the fullest extent” (Csikszentmihalyi et al. in Talented teenagers: The roots of success and failure. Cambridge University Press, New York, p. 80, 1993). The present paper seeks to depict the qualitative research on the differences between autotelic and non-autotelic English philology students, namely their subjective attitudes and objective achievements in the process of learning English as a foreign language.

Keywords

Flow Autotelic personality Optimal experience Motivation 

References

  1. Asakawa, K. (2004). Flow experience and autotelic personality in Japanese college students: How do they experience challenges in daily life? Journal of Happiness Studies, 5, 123–154.CrossRefGoogle Scholar
  2. Csikszentmihalyi, M. (1990). Flow. New York, NY: Harper and Row.Google Scholar
  3. Csikszentmihalyi, M. (1997). Finding flow. The psychology of engagement with everyday life. New York, NY: Basic Books.Google Scholar
  4. Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp. 45–71). London, UK: Academic Press.Google Scholar
  5. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York, NY: Cambridge University Press.Google Scholar
  6. McAuley, E., Duncan, T., & Tammen, V. V. (1987). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48–58.CrossRefGoogle Scholar
  7. Moon, E. (2003). Flow: Family dynamics and adolescents experiences in soccer. Virginia Polytechnic Institute and State University [Electronic version]. Retrieved from http://scholar.lib.vt.edu/theses/available/etd-04112003-102110/unrestricted/Main.pdf
  8. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Prentice Hall.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Karkonosze CollegeJelenia GóraPoland

Personalised recommendations