Flow Writing in the Liberal Arts Core and Across the Disciplines: A Vehicle for Confronting and Transforming Academic Disengagement

Abstract

This study examined the subjective experience of academic disengagement. Flow theory, which describes an intense form of engagement, structured writing-to-learn activities undergraduates applied in major and liberal arts courses. Results suggest that writing to learn can transform academic anxiety and boredom by facilitating concentration, providing feedback, and enhancing enjoyment.