Editing Positive psychology (section)

==== Benefits ====
Flow can help in parenting children. When flow is enhanced {{clarify|reason=the definition of "flow" given thusfar does not suggest it to be something that exists "between" people|text=between|date=October 2023}} parents and children, the parents can better thrive in their roles as a parents. A parenting style that is positively oriented{{Definition needed|date=October 2023}} results in children who experience lower levels of stress and improved well-being.<ref>{{cite journal |last1=Pentti |first1=Selja |last2=Fagerlund |first2=Åse |last3=Nyström |first3=Pär |title=Flourishing families: Effects of a positive psychology intervention on parental flow, engagement, meaning and hope |journal=International Journal of Wellbeing |date=25 September 2019 |volume=9 |issue=4 |pages=79–96 |doi=10.5502/ijw.v9i4.1003 |doi-access=free }}</ref>

Flow also has benefits in a school setting. When students are in a state of flow they are fully engaged, leading to better retention of information.<ref>{{cite book |doi=10.1007/978-94-017-9088-8_16 |chapter=The Concept of Flow |title=Flow and the Foundations of Positive Psychology |date=2014 |last1=Nakamura |first1=Jeanne |last2=Csikszentmihalyi |first2=Mihaly |pages=239–263 |isbn=978-94-017-9087-1 }}</ref> Students who experience flow have a more enjoyable and rewarding experience.<ref>{{cite journal |last1=Ariani |first1=Dorothea Wahyu |title=How achievement goals affect students' well-being and the relationship model between achievement goals, academic self-efficacy and affect at school |journal=Journal of Applied Research in Higher Education |date=27 January 2022 |volume=14 |issue=1 |pages=111–134 |doi=10.1108/jarhe-08-2020-0273 }}</ref> This state can also reduce stress, which helps with students' mental health and well-being.<ref>{{cite journal |last1=Asakawa |first1=Kiyoshi |title=Flow Experience and Autotelic Personality in Japanese College Students: How do they Experience Challenges in Daily Life? |journal=Journal of Happiness Studies |date=2004 |volume=5 |issue=2 |pages=123–154 |doi=10.1023/b:johs.0000035915.97836.89 }}</ref> This increases resilience and helps students to overcome challenges or setbacks by teaching them a [[growth mindset]].<ref>{{multiref2
|1={{cite journal |last1=Duckworth |first1=Angela L. |last2=Peterson |first2=Christopher |last3=Matthews |first3=Michael D. |last4=Kelly |first4=Dennis R. |title=Grit: Perseverance and passion for long-term goals. |journal=Journal of Personality and Social Psychology |date=2007 |volume=92 |issue=6 |pages=1087–1101 |doi=10.1037/0022-3514.92.6.1087 |pmid=17547490 }}
|2={{Cite journal |last=Fredrickson |first=Barbara L. |year=2001 |title=The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions |journal=American Psychologist |volume=56 |issue=3 |pages=218–226 |doi=10.1037/0003-066x.56.3.218 |pmid=11315248 |pmc=3122271 }}
}}</ref>

Most teachers and parents want students become more engaged and interested in the classroom. The design of the education system was not able to account for such needs.<ref>{{Cite book |last=Spencer |first=John |title=Making Learning Flow: instruction and assessment strategies that empower students to love learning and reach new levels of achievement |year=2016 |publisher=Solution Tree Press |isbn=978-1-943874-19-4 |location=Bloomington, Indiana |oclc=965738894}}</ref> One school implemented a program called PASS. They acknowledged that students needed more challenge and individual advancement; they referred to this as sport culture. This PASS program integrated an elective class into which students could immerse themselves. Such activities included self-paced learning, mastery-based learning, performance learning, and so on.<ref name="Shernoff Csikszentmihalyi Flow in Schools">{{cite book|first1=David J.|last1=Shernoff|first2=Mihaly|last2=Csikszentmihalyi |chapter=Flow in Schools: Cultivating Engaged Learners and Optimal Learning Environments |year=2009 |title=Handbook of Positive Psychology in Schools|editor-first1=Rich|editor-last1=Gilman|editor-first2=E. Scott|editor-last2=Huebner|editor-first3=Michael|editor-last3=Furlong|pages=149–164|location=New York|publisher=Routledge |doi=10.4324/9780203884089-20 |isbn=978-0-203-88408-9}}</ref>

Flow benefits general well-being. It is a positive and intrinsically motivating experience. It is known to "produce intense feelings of enjoyment".<ref name="Cambridge University Press"/> It can improve our lives by making them happier and more meaningful. Csikszentmihalyi discovered that our personal growth and development generates happiness. Flow is positive experience because it promotes that opportunity for personal development.<ref>{{cite book |doi=10.1007/978-94-017-9088-8_6 |chapter=Happiness in Everyday Life: The Uses of Experience Sampling |title=Flow and the Foundations of Positive Psychology |date=2014 |last1=Csikszentmihalyi |first1=Mihaly |last2=Hunter |first2=Jeremy |pages=89–101 |isbn=978-94-017-9087-1 }}</ref>