Data_Sheet_1_Relationship between learning flow and academic performance among students: a systematic evaluation and meta-analysis.pdf

IntroductionThe concept of “flow experience,” characterized by a state of immersive enjoyment and profound engagement, pertains to individuals’ deep involvement in intriguing and pleasant tasks. In the field of study, individuals are in a state of flow when encountering challenging tasks, which matters considerably in completing the tasks. Therefore, learning flow is considered a hotspot in education that may be related to improving academic performance. Nonetheless, there remains contention regarding the extent of learning flow’s impact on academic performance. To this end, meta-learning was hereby used to provide evidenced on the relationship between them.MethodsA systematic review was conducted under the guidance of PRISMA to examine the evidence of learning flow and academic performance, check the potential mechanism and evaluate the current evidence. Clinical research or empirical research on the influence of learning flow on academic achievement was collected by searching four databases. The literature retrieval spanned from each database’s inception until June 2023, specifically covering the PubMed (2000–2023.6), Embase (1974–2023.6), Cochrane Library (1993–2023.6), and the Web of Science (1807–2023.6), with particular attention to the period between 2000 and 2023.ResultsThirteen RCTs were included, the total sample size used in the study was 3,253. Using the NOS evaluation tool of queue study, the average evaluation score of the included literatures was 7.46, indicating that the overall literature was above average. Besides, the data software StataSE was used to test the heterogeneity of the data, and the correlation coefficient and 95% confidence interval effect were found to be 0.43 (0.28, 0.57).DiscussionOur research indicates a link between learning flow and academic performance, that is, students with high learning flow levels tend to have better academic performance. At the same time, this conclusion needs to be verified by more high-quality literature and larger sample data.Systematic review registrationhttps://inplasy.com, identifier INPLASY202360079.

引言
“心流体验”的概念，其特征为沉浸式的愉悦状态与深刻的参与感，关乎个体对趣味性与愉悦性任务的深入投入。在研究领域，个体在遭遇挑战性任务时处于心流状态，这对于任务的完成具有重要意义。因此，学习心流成为教育领域的研究热点，可能与提升学术表现相关。然而，关于学习心流对学术表现影响的程度仍存在争议。为此，本研究采用元学习的方法，以提供关于两者之间关系的实证依据。
方法
在PRISMA指南的指导下，本研究进行了一项系统评价，旨在考察学习心流与学术表现的相关证据，探究其潜在机制并评估现有证据。通过检索四个数据库，收集了关于学习心流对学术成就影响的研究文献，检索范围从每个数据库的建立之初至2023年6月，具体包括PubMed（2000–2023.6）、Embase（1974–2023.6）、Cochrane Library（1993–2023.6）以及Web of Science（1807–2023.6），特别关注2000年至2023年间的文献。
结果
纳入了13项随机对照试验，研究中使用的总样本量为3,253。采用队列研究的NOS评价工具，纳入文献的平均评价得分为7.46，表明整体文献质量达到平均水平。此外，使用StataSE数据软件对数据的异质性进行了检验，发现相关系数和95%置信区间效应量为0.43（0.28，0.57）。
讨论
本研究表明，学习心流与学术表现之间存在关联，即学习心流水平较高的学生往往拥有更佳的学术表现。同时，这一结论仍需通过更多高质量文献和更大规模样本数据进行验证。
系统评价注册
https://inplasy.com, 标识符 INPLASY202360079。