Super Bowl The Concept of Flow Personal Learning Journal Entry All writing must be in typed, 12 font size, double spaced. Margins should be 2cm all sides;

Super Bowl The Concept of Flow Personal Learning Journal Entry All writing must be in typed, 12 font size, double spaced. Margins should be 2cm all sides; This report, as all your work, MUST show evidence of your understanding of the relevant concepts, literature and theoretical frameworks, and be referenced correctly, using the Harvard or APA (6th edition) style; Try and stay away from direct quotes, discussion is easier to read and comprehend if the theory is incorporated rather than just ‘plonked in’ via quotes.

Reflection is the individual equivalent of review and evaluation and is an essential component of the learning process. The subject has a considerable applied component which requires students to trial and practice theories, ideas and tools learned in class and on-line. This assessment takes this one step further.

Students are required to select one topic and reflect on how this topic impacted their life, career, studies and personal or professional relationships. The assignment should discuss personal learning experiences based on topics. They should not include what was discussed in class, but how these topics relate to previous learning, such as work or childhood experiences. The topics that students may choose from include:

1. Flow

2. Engagement

3. Bias and stereotypes

4. One of the four components of HERO – Hope, Self-efficacy, Resilience or Optimism

The learning journal should consist of the following sections:

1. Your Learning experience (1000 words)

2. Vision for the future (500 words)

3. Action Plan (500 words) Table and/or SMART goals that specify your action plan for the next 12 months to move towards your vision. 1. flow/engagement
There are many articles on engagement but remember, this course has a positive psychology foundation so we are using engagement from that perspective. You may also want to look at how
Martin Seligman defines engagement.
Remember to only cite an article if you show evidence of having used the concepts from it.
Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In Flow and the foundations of positive psychology (pp. 239-263). Springer, Dordrecht.Concept_Of_Flow.pdf
Wrzesniewski, A., Berg, J. M., & Dutton, J. E. (2010). Managing yourself: Turn the job you have into the job you want. Harvard Business Review, 88(6), 114-117.
Owens, B. P., Baker, W. E., Sumpter, D. M., & Cameron, K. S. (2016). Relational energy at work: Implications for job engagement and job performance. Journal of Applied Psychology,
101(1), 35.
Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2011). Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement. The journal of positive
psychology, 6(2), 142-153.
Tims, M., Bakker, A. B., Derks, D., & Van Rhenen, W. (2013). Job crafting at the team and individual level: Implications for work engagement and performance. Group & Organization
Management, 38(4), 427-454.
Arnold B. Bakker, Wilmar B. Schaufeli, Michael P. Leiter & Toon W. Taris (2008) Work engagement: An emerging concept in occupational health psychology, Work & Stress, 22:3, 187200, DOI: 10.1080/02678370802393649
“Is good character good enough? The effects of situational variables on the relationship between integrity and counterproductive work behaviors”:
https://www.sciencedirect.com/science/article/pii/S1053482209000400
Crabb, S. (2011). The use of coaching principles to foster employee engagement. The Coaching Psychologist, 7(1), 27-34.
Flow
Mihály Csíkszentmihályi
Growth Of Complexity Through Flow
Cskiszentmihaly, Mihaly; Good
Business, 2003; (Viking); p 67
ANXIETY
FLOW
C
A
low
high
B
Skills
E
D
BOREDOM
high
Copyright, All Rights Reserved, Positive Leadership Pty Ltd, Australia. Material may not be printed, copied or reproduced in any way without
permission of
Positive Leadership Pty Ltd
What it feels like to be in
Flow
_Completely involved in what you are doing
_A sense of ecstasy, being outside of the everyday reality
_Greater sense of clarity, knowing what needs to be done and how well we are doing
_Knowing that the activity is doable and that our skills are adequate to the task
_A sense of serenity, no worries about oneself, a feeling of growing beyond the bounds of the ego
_Timelessness, thoroughly focused on the present, hours seem to pass by in minutes
_Intrinsic motivation, whatever produces flow becomes its own reward
Engagement
Engagement vs
Disengagement
Engagement – employees who know what is expected of them, who
form strong relationships with co-workers and managers or who in
other ways experience meaning in their work Disengagement –
withdraw from work roles cognitively and emotionally, task
performance is automatic or robotic, experience little autonomy and
feel that their jobs are unimportant
Kahn (1990) and Hochschild (1983) from Luthans, F. & Peterson, S.J., (2002), Employee engagement and manager self-efficacy;
Implications for managerial effectiveness and development, Journal of Management Development, 21, 5/6, p 376.
Gallup found that those who are
engaged enjoy better work-related
outcomes. Ask yourselves these
12Qns as a way to check if you are
in a workplace that facilitates your
work engagement!
2. Bias & Stereotype Resources
Have a look at this site https://implicit.harvard.edu/implicit/
Wegner, D. M., Schneider, D. J., Carter, S. R., & White, T. L. (1987). Paradoxical effects of thought suppression. Journal of personality and social
psychology, 53(1), 5.
Lambert, L., Passmore, H. A., & Joshanloo, M. (2019). A positive psychology intervention program in a culturally-diverse university: Boosting happiness and
reducing fear. Journal of Happiness Studies, 20(4), 1141-1162.
Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: attitudes, self-esteem, and stereotypes. Psychological review, 102(1), 4.
Quadflieg, S., Turk, D. J., Waiter, G. D., Mitchell, J. P., Jenkins, A. C., & Macrae, C. N. (2009). Exploring the neural correlates of social stereotyping. Journal of
Cognitive Neuroscience, 21(8), 1560-1570.
Nelson, D. W. (2009). Feeling good and open-minded: The impact of positive affect on cross cultural empathic responding. The journal of positive
psychology, 4(1), 53-63.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3),
218.
Hart, A. J., Whalen, P. J., Shin, L. M., McInerney, S. C., Fischer, H., & Rauch, S. L. (2000). Differential response in the human amygdala to racial outgroup vs
ingroup face stimuli. NeuroReport, 11, 2351–2354.
Mitchell, J. P., Macrae, C. N., & Banaji, M. R. (2006). Dissociable Medial Prefrontal Contributions to Judgments of Similar and Dissimilar Others. Neuron, 50(4),
655–663. https://doi.org/10.1016/j.neuron.2006.03.040
Krumrei-Mancuso, E. J. (2017). Intellectual humility and prosocial values: Direct and mediated effects. The Journal of Positive Psychology, 12(1), 13-28.
4. Psy Cap (Hope, Efficacy, Optimism, Resilience) One of the four components of HERO – Hope, Self-efficacy, Resilience or Optimism
Psychological Capital Resources
Psychological Capital
Luthans, F., Luthans, K. W., & Luthans, B. C. (2004). Positive psychological capital: Beyond human and social capital.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and
satisfaction. Personnel psychology, 60(3), 541-572.
Avey, J. B., Luthans, F., & Jensen, S. (2009). Psychological capital: A positive resource for combating stress and turnover. Human Resource Management, 48,
677–693.
Luthans, F., Avey, J. B., Avolio, B. J., & Peterson, S. J. (2010). The development and resulting performance impact of positive psychological capital. Human
resource development quarterly, 21(1), 41-67.
Avey, J. G., Wernsing, T. S., & Luthans, F. (2008). Can positive employees help positive organization change? The Journal of Applied Behavioral Science, 44, 48–
70.
Luthans, F., Avolio, B. J., Walumbwa, F. O., & Li, W. (2005). The psychological capital of Chinese workers: Exploring the relationship with
performance. Management and Organization Review, 1(2), 249-271.
Shahnawaz, M. G., & Jafri, M. H. (2009). Psychological capital as predictors of organizational commitment and organizational citizenship behaviour. Journal of the
Indian Academy of Applied Psychology, 35(Special Issue), 78-84.
Vanno, V., Kaemkate, W., & Wongwanich, S. (2014). Relationships between academic performance, perceived group psychological capital, and positive
psychological capital of Thai undergraduate students. Procedia-Social and Behavioral Sciences, 116, 3226-3230.
Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic
motivation. Journal of Happiness Studies, 15(4), 979-994.
Riolli, L., Savicki, V., & Richards, J. (2012). Psychological capital as a buffer to student stress. Psychology, 3(12), 1202.
Hope Theory
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological inquiry, 13(4), 249-275.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., & Sigmon, S. T. (2007). Adult Hope Scale (AHS). Journal of Personality and social
psychology, 60, 570-585.
Cheavens, J. S., Heiy, J. E., Feldman, D. B., Benitez, C., & Rand, K. L. (2019). Hope, goals, and pathways: Further validating the hope scale with observer
ratings. The Journal of Positive Psychology, 14(4), 452-462.
Rand, K. L. (2017). Hope, Self-Efficacy, and Optimism. In The Oxford Handbook of Hope.
Magaletta, P. R., & Oliver, J. M. (1999). The hope construct, will and ways: Their relations with self-efficacy, optimism, and well being. Journal of Clinical
Psychology, 55, 539–551.
Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L., & Feldman, D. B. (2003). Hope theory, measurements, and applications to school psychology. School
psychology quarterly, 18(2), 122.
Feldman, D. B., Rand, K. L., & Kahle-Wrobleski, K. (2009). Hope and goal attainment: Testing a basic prediction of hope theory. Journal of Social and Clinical
Psychology, 28(4), 479-497.
Snyder, C. R. (Ed.). (2000). Handbook of hope: Theory, measures, and applications. Academic press.
Luthans, F., & Jensen, S. M. (2002). Hope: A new positive strength for human resource development. Human resource development review, 1(3), 304-322.
Peterson, S. J., & Byron, K. (2007). Exploring the role of hope in job performance: Results from four studies. Journal of Organizational Behavior, 28, 785–803.
eterson, S. J., & Luthans, F. (2003). The positive impact and development of hopeful leaders. Leadership and Organization Development Journal, 24, 26–31.
Self Effiicacy
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness. In E. Locke (Ed.), Handbook of principles of organizational behavior (pp.
120–136). Oxford, United Kingdom: Blackwell.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337. (This chapter has examples of how you can
measure your self-efficacy in different circumstances)
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology (Vol. 52, pp. 1-26). Palo Alto, CA: Annual Reviews. Boyer, D. A.,
Zollo, J. S., Thompson, C. M., Vancouver, J. B., Shewring, K., & Sim
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of applied psychology, 88(1), 87.
Parker, S. (1998). Enhancing role-breadth self efficacy: The roles of job enrichment and other organizational interventions. Journal of Applied Psychology, 83,
835–852.
Stajkovic, A. D. (2006). Development of a core confidence higher-order construct. Journal of Applied Psychology, 91, 1208–1224.
Stajkovic, A. D., & Luthans, F. (1998a). Self-efficacy and work-related performance: A metaanalysis. Psychological Bulletin, 124, 240–261.
Stajkovic, A. D., & Luthans, F. (1998b). Social cognitive theory and self efficacy: Going beyond traditional motivational and behavioral approaches. Organizational
Dynamics, 26, 62–74. Stajkovic, A. D., & Luthans, F. (1997)
Optimism
Seligman, M. E. (2006). Learned optimism: How to change your mind and your life. Vintage.
Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical psychology review, 30(7), 879-889.
Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: assessment and implications of generalized outcome expectancies. Health psychology, 4(3),
219.
Carver, C. S., & Scheier, M. F. (2001). Optimism, pessimism, and self-regulation.
Scheier, M. F., Carver, C. S., & Bridges, M. W. (2001). Optimism, pessimism, and psychological well-being.
Gillham, J. E., Shatté, A. J., Reivich, K. J., & Seligman, M. E. (2001). Optimism, pessimism, and explanatory style.
Buchanan, G. M., & Seligman, M. E. (2014). Explanatory style in anxiety and depression. In Explanatory style (pp. 145-168). Routledge.
Seligman, M. E., & Schulman, P. (1986). Explanatory style as a predictor of productivity and quitting among life insurance sales agents. Journal of personality and
social psychology, 50(4), 832.
Fredrickson, B. L. (1998).What good are positive emotions? Review of General Psychology, 2, 300–319.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden and build theory of positive emotions. American Psychologist, 56,
218–226.
Resilience
Block, J., & Kremen, A. M. (1996). IQ and ego-resilience: Conceptual and empirical connections and separateness. Journal of Personality and Social Psychology,
70, 349–361.
Bonanno, G. A. (2004). Loss, trauma and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American
Psychologist, 59, 20–28.
Bonanno, G. A. (2005). Clarifying and extending the construct of adult resilience. American Psychologist, 60, 265–267.
Coutu, D. L. (2002). How resilience works. Harvard Business Review, 80(5), 45–55.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227–239.
Masten, A. S., & Reed, M.G. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74–88). Oxford,
United Kingdom: Oxford University Press. Nelson, D., & Cooper, C. L. (Eds.). (2007). Posi
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58, 307–321.
Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A study of resilient children. New York: McGraw-Hill.
Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press. Wright, T. A. (2003).
Youssef, C. M., & Luthans, F. (2005). Resiliency development of organizations, leaders and employees: Multi-level theory building for sustained performance. In
W. L. Gardner, B. J. Avolio, & F. O. Walumbwa (Eds.), Authentic leadership theory and practice (pp. 303–343). Oxford, United Kingdom: Elsevier.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resiliency. Journal of Management, 33,
774–800.
Personal Learning Journal
2000wds; All writing must be in typed, 12 font size, double spaced. Margins should be
2cm all sides; This report, as all your work, MUST show evidence of your understanding
of the relevant concepts, literature and theoretical frameworks, and be referenced
correctly, using the Harvard or APA (6th edition) style; Try and stay away from direct
quotes, discussion is easier to read and comprehend if the theory is incorporated rather
than just ‘plonked in’ via quotes.
Reflection is the individual equivalent of review and evaluation and is an essential
component of the learning process. The subject has a considerable applied component
which requires students to trial and practice theories, ideas and tools learned in class and
on-line. This assessment takes this one step further.
Students are required to select one topic and reflect on how this topic impacted their life,
career, studies and personal or professional relationships. The assignment should
discuss personal learning experiences based on topics. They should not include what
was discussed in class, but how these topics relate to previous learning, such as work or
childhood experiences. The topics that students may choose from include:
1. Flow
2. Engagement
3. Bias and stereotypes
4. One of the four components of HERO – Hope, Self-efficacy, Resilience or Optimism
The learning journal should consist of the following sections:
1. Your Learning experience (1000 words)
Choosing a topic, write a story about what happened in your life and how the topic you
have chosen (see above) relates to this event.
While you can structure the journal as best suits the event, you might like to include the
following in the learning experience, these are not headings just something you might like
to weave into your story:
•
•
•
•
•
Give your experience a name
When did it happen? e.g. month / year
A description of the event, your personal learning and the situation / context
Your actions and reactions
What did you learn from the event as a result?
•
Tie the event into the academic literature, how does it align with what the
researchers say about the topic?
As you write it up you may want to write about the event and then discuss the literature
separately, tying the literature to the event in a separate paragraph. Alternatively, you
might like to combine the literature with the discussion of your event, highlighting where
your life event supports or contradicts the research. Include at least eight (8) academic
references in your discussion. Start with the readings from the reading list but make
certain you go beyond these readings in your literature search. Please use academic
articles, not websites and do not reference the workshops. Do not use topics from other
subjects in your discussion, stick with the content from this subject. You might like to aim
for 300-400 words for your story and the remainder to discuss how the story fits in with
the academic research on the topic area.
This section answers the ‘who’; you obviously and anyone else that is in your story, the
‘what’, specifically what topic you have chosen for your journal and lastly, the ‘why’, the
impact that this event had that made you realise you needed to shift or address. The
impact of the event can be either positive or negative. Your story may be about
something that went well, that you want to use or see more of in your life, or something
that showed clearly how you needed to change. Our preference is that you choose a
positive event, however if you have a negative event that you deem as offering more
value to your future, use it.
Tips:
•
The event is a specific situation or time that you can use to show learning about yourself.
For example: moving to Australia; OR being in COVID lockdown; OR learning a new
language/skill; OR dealing with a work challenge.
• Tell the story about the event, reflect on the experience, from your current understanding.
Use first person (I, me).
•
Topic = choose one of: flow, engagement, strengths, bias & stereotypes;
Please use only one ‘event’. You might have examples under your event, for example, your
event might be ‘Moving to Australia’ and you might have multiple examples of how you used
your strengths to help you settle in. For example, I used my strength of curiosity to try new
things, like going to see a football game and eating a pie. I was curious to discover that pies
in Australia taste ….. I also used my curiosity about my new study in Australia by asking probing
questions about the topic content….
2. Vision for the future (500 words)
Based on your learnings in the previous section, describe your best possible life in some
detail at a future point in time. You might like to use a 12 month period or a little further
out, up to a maximum of three years. Try and sit back and dream about what your future
would look like with these changes in place, or you may have already identified where
you will be. Have some fun putting this into words. Make sure you discuss how your
chosen topic impacts upon your future success. Discuss not only your career but your life
as a whole.
This section answers the ‘where’ question, such as a country, or business sector.
Tips
!
Keep the future to between 1 and three years
!
Sit back and imagine what various aspects of your life will look like: career; location/city;
health and fitness; relationships/family; travel; adventure/fun; etc.
!
You could also use the Best Possible Self exercise
King, L. A. (2001). The health benefits of writing about life goals. Personality and Social
Psychology Bulletin, 27(7), 798–807. doi:10.1177/0146167201277003.
!
You must incorporate your chosen topic from section 1 in your vision
3. Action Plan (500 words) Table and/or SMART goals that specify your action plan
for the next 12 months to move towards your vision.
In this section you must outline how you will go about developing / bridging the identified
areas for growth in sections one and two. The action plan should highlight what you
expect to achieve, time f…
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