Can research “send me high?” Addressing flow theory

Abstract

Purpose – The purpose of this study is to find whether undergraduate students in the first discipline-based class can attain flow state while researching. Despite its widespread acceptance and application, flow theory has not been applied to the research process. Moreover, it can further librarians’ knowledge of the importance of affect in information seeking behavior. Design/methodology/approach – Flow is a phenomenological state achieved when skill level is equal to challenge level. Flow experience was operationalized using Z-score analysis as one standard deviation above individuals’ averages. The study used mixed methods including event contingent experience sampling method, Bostick’s library anxiety scale and reflection papers. Following library instruction sessions, undergraduate participants scheduled research consultations with a librarian. Findings – Individual research sessions grew more positive as reflected by Z scores over the semester, with one case of flow. Overall, participants’ library anxiety decreased minimally. Reflection papers reiterated the value of approachability and interest of the librarian, with those who had consultations feeling both increased confidence in their skills and in knowing they had an ally in their research. Research limitations/implications – The original collaborator and pedagogy were not utilized, thereby limiting the scope and sample size. The author was able to collaborate with other faculty. Future research would benefit from a larger sample size and more collaboration. Originality/value – Using flow theory as a model can emphasize the positive aspects of research as interesting and enjoyable, even in the imposed query setting of the classroom, and it can encourage librarians’ display of interest during research consultations.