Flow at Work and Basic Psychological Needs: Effects on Well‐Being

Home , Flow (psychology)

Page 1of30 between this versionandtheVersionrecord. Pleasecitethis articleasdoi:10.1111/apps.12075. through thecopyediting, typesetting, paginationandproofreadingprocess, whichmayleadtodifferences This istheauthormanuscript acceptedforpublicationandhasundergone full peerreviewbuthasnotbeen AND WELL-BEING WORK AT FLOW Head: Running

Accepted Article Flow at work and basic psychological needs: Effects needs: and basic psychological Flowworkat

on well-being well-being on

psychology. We use this framework to integrate self to framework this use psychology.We

well-being. among expe flow relationships personality the in on t for support shows study also This hypotheses. our study experience sampling a two-week Findingsfrom of basic psychologica satisfaction influencethe on declarati lead to well-being) workat (experiential t leading 1975), (Csikszentmihalyi, theory and flow has been do little but 2005), (Shmotkin, well-being distinction drawsmeaningful work Recentconceptual

Accepted Article Flow at work and basic psychological needs: Effects needs: and basic psychological Flowworkat

ve well-being outcomes, through their outcomes, vewell-being l needs for competence and autonomy. and needs for l competence ne to apply such distinctions in organizational organizational in distinctions apply neto such he moderating effect of individual differences individual effect of hemoderating o hypotheses proposing that flow experiences flow that hypotheses o proposing riences, need fulfillment, and declarative and declarative fulfillment, need riences, -determination theory (Deci & 1985) (DeciRyan, theory -determination s between experiential and declarative and declarative betweens experiential of full time employees offer support for support offer employees time full of on well-being well-being on

2 Page 2of30 Page 3of30 phenomena integrates the between-person and within- and between-person the integrates phenomena argues that evaluations of the experience. experience. of the evaluations workexpe derived the from of well-being assessment and person situati to relates it and how overtime, e of how understanding fine-grained gives it a more variation day-to-day temporality—the consideration a series offers well-being employee variabilityin Il& Bakker, Xanthopoulou, Ilies,&2011; Sonnentag meth experiencing-sampling and designs longitudinal Th time. across naturally unfolds variabilityas it dynamic relieson increasingly well-being employee

retention, profitability, etc.; Wright & Huang, 201 & Wright etc.; Huang, profitability, retention, of impo relateda number to has been andwell-being Watson, (e.g., Heller, work anddomain the general generallev aat 142) p. 2001, &Deci, life’” (Ryan t has research Historically this senseof wellness. enjoyme merely not is the well-being suggestedthat afac considered typically affectis Although 142). heal as such pleasure, facets researchincluded has Shmotkin’s (2005) systematic framework for framework interpre (2005)systematic Shmotkin’s In addition to examining between person differences between person examining to Inaddition functio psychological “optimal to refers Well-being

subjective wellbeing subjective Accepted Article

This article isprotected by copyright. All rights reserved. represents “a dynamic system whose role is to cons to is role system whose “a represents dynamic Applied Psychology is is evidenced by a number of studies adopting of studies evidenced a is number by is

ried to identify “what constitutes the ‘good the “whatconstitutes identify to ried on factors. Third, it considers the immediate immediate the considers factors. it on Third, of important insights. First, it takes into takesinto it First, insights. ofimportant 2). have Ryan (2000) and Deci ofet well-being, th, and satisfaction (Ryan & Deci, 2001, p. p. 2001, & Deci, (Ryan and satisfaction th, el, but recent studies have connected life in in life connected have recent but el, studies mployee well-being changes and evolves andevolves changes well-being mployee & Ilies, 2006; Sonnentag & Bayer, 2005), & Ilies,Sonnentag &2006; nt of positive affect, but also includes a deep a deep includes also affect, but of positive nt rtant work outcomes (e.g., job performance, performance, (e.g., job work outcomes rtant in employee well-being over time. Second, Second, time. over well-being employee in examinations of within-individual of within-individual examinations rience itself, and does not rely on post-hoc rely not post-hoc on rienceand does itself, odologies (e.g., Ilies, Pluut, & Aw, 2015; & Aw, 2015; Pluut, Ilies, odologies(e.g., ies, 2012). Research on within-person within-person on Research 2012). ies, person approaches to well-being. He well-being. to approaches person ning and experience” and well-being well-being and experience” ningand in well-being, our understanding of understanding our well-being, in ting well-being and related andrelated well-being ting titute a titute 3

being. being. lif work how understand can better workat we being psychological needs to act competently and autonomo competently act needs to psychological declarative well-being. Self-determination theory s theory Self-determination well-being. declarative relation the understand to 1975) (Csikszentmihalyi, experiential well-being are not trivial, and that b and that trivial, not are well-being experiential a Shmotkin, like We, reports. well-being subjective someo to of well-being reports refers to well-being audience an to wellbeing] [subjective of report experiential wellbeing experiential consiste is of flow description This 824). p. 1999, t if sake” own even its “worth doing for is it that al exceed, not does but requires, it demandingthat experie the is well-being of declarative antecedent well- declarative experience heightened individuals being the other hand, operates in the public context thro context public the in operates otherhand, the exter the challenges in with resources deal with to th within embedded well-being rather, response, but activity.Expe engaged an one in is which in moment

divides the domain of subjective well-being into into well-being of subjective domain the divides he to (p.295) environment” psychological favorable . Experiential well-being is derived through intros through well-being derived is Experiential .

AcceptedRyan&theory (Deci draw self-determination from We Article . Self-determination theory and flow theory aresim theory flow andtheory Self-determination . This article isprotected by copyright. All rights reserved. Applied Psychology ” (Shmotkin, 2005, p. 303); that is, declarative 303); p. is, that 2005, ”(Shmotkin, y considering employees’ experiential well- experiential yemployees’ considering here is no external reward (Csikszentmihalyi, reward(Csikszentmihalyi, external no is here

experiential wellbeing experiential nt with what Shmotkin (2005) calls Shmotkin what with nt ugh social interaction, and is defined as “ is and ughinteraction, social nal environment. Declarative well-being, on on well-being, Declarative environment. nal nce of flow: an event or activity that is so so is that activity anevent or nce of flow: l of the individual’s attention and skill, and and skill, attention individual’s of the l uggests that individuals have basic individuals uggests that ne else or to oneself, including typical typical including oneself, ne else or to ship between experiential well-being and well-being betweenexperiential ship rgue that differences between declarative and declarative between differences rguethat being. Flow theory suggests that a source or a source that or suggests Flowtheory being. e experience itself; it provides the individual individual the provides it eexperience itself; lp individuals face the challenges of life, and challengesface of life, the individuals lp e influences employees' declarative well- declarative employees' einfluences riential well-being is not an evaluative not well-being riential is usly and when these needs are fulfilled, fulfilled, needs are these uslyand when pection and awareness of oneself at the the at of oneself and awareness pection , 1985) and flow theory theory and flow 1985) , and and ilar in that they that in both ilar declarative well declarative any any 4 Page 4of30 Page 5of30

relationships among flow experiences, need fulfillm need experiences, flow among relationships b how examine empirically to is objective third our examinatio an integrated Such work. at ofemployees predictions examined has date research no to 2000), theoryand flow theory Althoughself-determination why and explains that work at flow associatedwith the is it that propose we First, objectives. major and betweenexperiential relationships moderate the attempts and also outcomes, well-being declarative asindividua factors and contextual such individual f theory flow whereas or competently), autonomously with theory deals self-determination differthat in well-be declarative obtain describeindividuals how Flow and Declarative Well-Being Well-Being Declarative and Flow & LeFevre, 1989). Consistent with this perspective, this with LeFevre,Consistent &1989). rath activities, demanding or other engagedwork in experien these finding the that is counterintuitive doi of sheer the sake greatfor cost, even at it do the matter; to seems else annothing activity that This study examines the relationships between flow flow between relationships the study examines This

Acceptedwhen indivi occurs flow that found Csikszentmihalyi Article

This article isprotected by copyright. All rights reserved. HYPOTHESIS DEVELOPMENT DEVELOPMENT HYPOTHESIS Applied Psychology ng it” (Csikszentmihalyi, 1990, p. 4). Almost 4).Almost p. 1990, ng(Csikszentmihalyi, it” fulfillment of basic psychological needs of basic psychological fulfillment

experience itself is so enjoyable that people will will people that enjoyable so is itself experience ces occur more frequently when individuals are whenindividuals frequently occur more ces evaluations of individual action (e.g., action acting of individual evaluations l skill and task difficulty. difficulty. and task skill l road personality factors influence the factors road personality ing outcomes. However, the two theories theories two the However, ingoutcomes. er than during leisure time (Csikszentmihalyi (Csikszentmihalyi time leisure erduring than to identify individual dispositions that that dispositions identify individual to Shmotkin (2005) has argued that one of the one of the that (2005)argued has Shmotkin how flow and well-being are related. related. are and well-being flow how from the two theories in an integrated study an study integrated in theories two the from declarative well-being. This study has three study three has This well-being. declarative ent and declarative well-being. well-being. and declarative ent share common elements (Deci & (Deci Ryan, elements common share n constitutes our second objective. Finally, Finally, secondour objective. constitutes n ocuses on the experience itself, including including itself, experience the ocuseson at work, need fulfillment, and fulfillment, work,atneed duals are “so intensely involved in in involved are duals intensely “so 5

provides, we expect these experiences to influence influence to experiences these we expect provides, r the under studied aretypically not progress,and

or activities, when possessing high task-specific a task-specific high when possessing oractivities, well- experiential attain individuals which waysin flow and positive affect at work. affect at and flow positive suggest ato posit support andempirical conceptual a enjoyment highof levels experienced also of flow t that showed (2011) Navarro and Ceja forth. andso reported also of flow levels experiencedhigher who Fullag of analysis, daily the At level orientation. amon strong beingconnection particularly this with aconn found (2005)also and colleagues Eisenberger t than and moresociable friendlier, morecheerful, case. the is For this that research suggests Prior frequentlyexp more who employees that (1989)found flow. in while enjoyed as the as well goalattainment, and of level focus becausis This well-being). (declarative well-being individuals are more likely to declare higher job s job declarehigher are to morelikely individuals to feel” (Csikszentmihalyi, 1999, p. 825). In addit 825). p. 1999, feel” to (Csikszentmihalyi, havi “report they aexperience, flow have completed In addition to experiencing favorable affective out affective experiencing favorable to Inaddition

Accepted Articleof high levels with associated are Flowexperiences

high level of energy and progress that they they that and progress energy of level high ubric of well-being. However, once individuals once However, individuals of well-being. ubric atisfaction after experiencing flow at work,at flow experiencing after atisfaction bility. bility. ion to the experiential well-being which flow flow well-being which experiential the to ion hose who experienced flow less frequently. less flow experienced who hose being is through engaging in challenging tasks tasks challenging in engaging beingthrough is e individuals are able to recognize the high the recognize to are able eindividuals ive association between the experience of experience the of between association ive subsequent employee evaluations of their of their evaluations employee subsequent g individuals high in achievement achievement high in gindividuals t work. In sum, it seems that there is enough enough there that is seems Init work. sum, t being more alert, happy, involved, excited, excited, involved, happy, alert, beingmore hose employees experiencing higher levels levels higher experiencing employees hose ng been in as positive a state as it is possible possible is aas it state as positive ngin been ection between flow and positive mood, mood, positive and flow between ection erienced flow reported being happier, beingreported happier, flow erienced example, Csikszentmihalyi and LeFevreand Csikszentmihalyi example, comes at work, research has shown that that shown has work,atresearch comes focus, concentration, action, and action, focus, concentration, 6 Page 6of30 Page 7of30

lead to employees' positive evaluation towards the the towards evaluation positive employees' leadto Re thereby flow. facilitating and skills, abilities wo their associatedwith challenge the that realize engage employees As 1990). Csikszentmihalyi, 2005; bycharacterized are Flow flow. experiences obtain the perceive will employees that is Oneexplanation f experience not do they when comparedoccasions to Effects of Flow on Declarative Well-Being through N through Declarative on Well-Being Flow of Effects the when workdays to compared facilitateflow which end affect the at of positive reportlevels higher t respect with prediction our to Therefore,similar expe affective the by positively domain influencing flow the after right affect influences positive the fo (2012) Fullagar and Bakker, Sonnentag Demerouti, may flow that suggest Ilies,664) p. 2004, (Judge& earli of moods generalization “the work supporting tasks or activities because these tasks and activit and thesetasks because or activities tasks are individuals that proposes theory determination that ora activity task in engaged is anindividual 2000 (Deci & Ryan, motivation intrinsic on emphasis show 1975) (Csikszentmihalyi, theory and flow 1975) Basic mood theory and research as well as conceptua as well andresearch theory Basic mood

Acceptedsatisfaction. need and Flow Article

This article isprotected by copyright. All rights reserved. Early conceptualizations of self-determination the of self-determination Early conceptualizations Applied Psychology trospective reflection upon these experiences will will experiences these upon reflection trospective of days when they engaged in more activities moreactivities in engaged whendaysthey of experience but also spills over to the non-work non-work the over to spills also but experience ies allow them to fulfill their basic psychological their fulfill to them allow ies is intrinsically rewarding. Similarly,self- rewarding. intrinsically is

o job satisfaction, we expect employees to to employees we expect satisfaction, job o rk gives them opportunities to stretch their their stretch to gives opportunities them rk intrinsically motivated to seek out specific seek out to motivated intrinsically jobs (i.e., higher job satisfaction). satisfaction). (i.e., job higher jobs also impact end-of-day affect. For instance, affect.For instance, end-of-day impact also rience of workers during off-job time. time. off-job during of workers rience absorption and intrinsic motivation (Bakker, motivation and intrinsic absorption ir jobs as the mechanism allowing them to to allowing them mechanism as the jobs ir er in the day to moods later in the day” day” the later in moods dayer to the in low (Csikszentmihalyi & LeFevre, &1989). (Csikszentmihalyi low ). Flow experiences typically occur when when occur typically ).Flow experiences y did not engage in as many such activities. activities. asmany such y in engage not did conceptual overlap as they both include an include asthey overlap both conceptual und that work-related flow not only not flow work-related that und in flow while performing their job, they they job, their performing while flow in eed Satisfaction eedSatisfaction l arguments and research on mood at mood on and research arguments l ory (Deci, (Deci, ory 7

basic psychological need to act autonomously. act autonomously. to need basic psychological Peeters, Schaufeli Demerouti, crafting, Petrou, job

mundane or monotonous tasks into something that ind that something into tasks or monotonous mundane autonomously. act to need of their satisfaction the cons as task the work on to evaluatedecision their also worker and the and enjoyable, moreinteresting bean used to employee’sskills for opportunity the employee outcomes positive leadsto flow reason why (Csikszentmihal activities these pursue to decision therefo and should satisfying intrinsically is flow will competence needfor basic psychological their expe therefore Deci,We 2001). & Ryan &1985; Ryan, of basi the addresses one This hand. at task the in resulti are actions their that receiveconfirmation the from rather derived party but any external upon ins experiences provide flow are because theydoing inve in-depth enablea more and would 261) p. 2000, “all would two of the an integration suggestedthat of Acomparison autonomy). competence, needs(e.g., challenges in their jobs. Thus, flow experiences ar experiences flow Thus, jobs. their challengesin acta need to psychological their fulfill employees

Accepteddemons needs to meeting to individuals’ Inaddition Articleaflo during suggestedthat (1997) Csikszentmihalyi

re lead individuals to be pleased with their their with be pleased to lead individuals re c psychological needs innate in humans (Deci (Deci humans in innate needs c psychological Moreover, individuals are able to turn turn able to are Moreover, individuals utonomously at work by seeking new workat by utonomously istent with their desires, thereby resulting in in desires, thereby their resulting with istent e related to the satisfaction of an employee’s of an employee’s satisfaction the to erelated and Hetland (2012) found that active that found (2012) and Hetland yi & LeFevre, 1989). We suggest that one that suggest yiWe 1989). LeFevre, & ow a fuller account of flow” (Deci & Ryan, & (Deci Ryan, flow” accountof a ow fuller d refined to the utmost, the activity becomes activity the becomes refinedutmost, d the to task itself. Individuals experiencing flow flow Individualsexperiencing itself. task be fulfilled. befulfilled. becomes more productive. Thus, individuals individuals Thus, becomesmore productive. tant feedback—feedback not contingent contingent not feedback—feedback tant stigation of motivational phenomena. phenomena. of motivational stigation flow and self-determination theories theories and self-determination flow at work is that when an activity provides anactivity provides when that workat is uces flow. For instance, in a study of daily daily a study in of instance, ucesFor flow. ct that when individuals experience flow, when individuals that ct w experience people know how well well how know wexperience people trate competence, the experience of experience the tratecompetence, 8 Page 8of30 Page 9of30

related to fluctuations in positive mood (Reis, She (Reis, mood positive in relatedfluctuations to fulfillm the in fluctuations daily studythat found Res health. and physical affect,vitality, included andauton for competence of needs dailyfulfillment Shel collegestudents, study of experiencesampling effe mediating the dueto is well-being declarative lead &1985), (Deci Ryan, theory self-determination relationships between need fulfillment and declarat fulfillment betweenneed relationships et influences (Spector external by workwas driven higher work exhibited of their control in felt who i managers 5,000 study ofover Alarge-scale 1993). wor including outcomes, positive relatedseveral to r and employee supervisor that indicate supervisors fr Likewise,results 1989). & Ryan, (Deci,Connell, wa self-determination toward supporting orientation testing s experiment Afield typesof satisfaction. Hypothesis 1: The experience of flow at work will p will work at flow of experience 1: The Hypothesis satisfaction at the end of workdays on which they e they which end of the on at workdays satisfaction Hypothesis 2: Fulfillment of needs for autonomy and autonomy needs for of 2: Fulfillment Hypothesis Need satisfaction and declarative well-being. and Needsatisfaction The fulfillment of basic psychological needs has al needs has of basic psychological Thefulfillment activities. those of fewer they engage in when (high challeng experiencing flow for conditions the ( higher report will employees that such wellbeing

workdays. (a)aff on experiences positive flow of effects the Accepted Article

ults from another two-week, within-individual within-individual anotherfrom two-week, ults ent of needs for autonomy and competence were were and competence autonomy of needsent for elf-determination theory found that managers’ that found theory elf-determination job satisfaction than those who felt that their their that felt who those than satisfaction job ldon, Gable, Roscoe, & Ryan, 2000). Ryan, &2000). Gable, Roscoe, ldon, ct of need fulfillment. In atwo-week fulfillment. ofct need k satisfaction (Ilardi, Leone, Kasser, & Ryan, Leone,Kasser, (Ilardi, satisfaction k ive well-being, we hypothesize: hypothesize: we well-being, ive atings of autonomy and competence were were competence and autonomy atingsof and their employees of a sample field om al., 2002). In light of these consistent consistent Inof light these 2002). al., don, Ryan, and Reis (1996) found that the the that found (1996) andReis Ryan, don, omy was related to well-being, which which relatedwell-being, omyto was n 24 different countries found that managers managers that found different 24 n countries s strongly related to general satisfaction generalsatisfaction related to strongly s s us to propose that flow’s influence on on influence flow’s that propose to us s A growing body of research, built upon upon built research, growing of body A ect and (b) job satisfaction at the end of end of the at (b) and satisfaction job ect so been shown to relate to various various to relate to beenso shown ngage in more activities which meet which more activities in ngage a) positive affect, and (b) and job affect, positive a) e and high skill), compared to days days to compared skill), high eand ositively influence daily declarative declarative daily influence ositively competence will partially mediate mediate partially will competence 9

personalities may see difficulty, a deep sense of i sense a deep see may difficulty, personalities challenging task, the individual’s skill at the tas the at skill individual’s the task, challenging require all of an individual’s attention, skill, an skill, attention, of an individual’s all require eng that and activities need excitement individuals perspective new ideasand to and amenable thinkers, indiv which to extent the to refers experiencealso new expe in interested less are counterparts closed Open individual 149). p. 2003, (Vittersø, sake” own and may derive greater benefit from these experienc these from greater benefit derive andmay have and will purpose astrong experienceand have b of reasoning line this therefore extend We 2011). have experience flow the in roles their but 2002), dai their in flow find to use individuals autotelic of rece a conjunction is personality Theautotelic andwill). of purpose sense (e.g., strong qualities oppo the on capitalize to and challenge information the build to opportunities recognize to individuals enjoy optimal experiences (Nakamura &Csikszentmiha (Nakamura experiences enjoyoptimal wit situations, themselvesflow in position to tend

Pe Differences in Individual of Role Moderating The Openness to experience relates to an individual’s a an individual’s to relates experience Opennessto

Accepted Article pers autotelic concept of (1990) Csikszentmihalyi’s

This article isprotected by copyright. All rights reserved. Applied Psychology d effort, and with the successful completion of the completion successful effort,the d and with k increases (Csikszentmihalyi, 1990). 1990). (Csikszentmihalyi, increases k ly activities (Nakamura & Csikszentmihalyi, & (Nakamura activities ly These two qualities act as meta-skills that that meta-skills as act qualities Thesetwo

nterest and strong purpose aids autotelic autotelic aids purpose and strong nterest h a greater capacity to initiate, sustain, and sustain, initiate, to a h capacity greater rarely been examined (Baumann & Scheffer, & Scheffer, (Baumann rarelyexamined been new to attention They their open skills. ir iduals are imaginative, curious, independent independent curious, iduals are imaginative, riences (McCrae & Costa, 1985). Openness to Opennessto 1985). & Costa, riences(McCrae age their curious minds. Flow experiences Flow experiences minds. agecurious their y suggesting that individuals who are open to to are who open yindividuals that suggesting rtunity to build new skills. new skills. build rtunityto s seek out novel experiences, whereas their their whereas experiences, novel seek s out es than other individuals. otherindividuals. esthan a greater appreciation for flow experiences experiences flow for appreciation greatera s (Costa & McCrae, 1992) . Highly open Highly . open 1992) & (Costa McCrae, s rsonality rsonality lyi, 2002). Where non-autotelic non-autotelic lyi,Where 2002). ptive (e.g., openness) and active active and (e.g., openness) ptive ffinity for “varied experience for its its for experience “varied ffinityfor onality suggests that some people people some that onalitysuggests 10

Page 10of30 Page 11of30 an achievement-oriented individual’s need to surpas need to individual’s anachievement-oriented matching from results which flow, experience the of an of talent utilization and successfuldevelopment individuals conscientious Forexample, experiences. woul goals attaining and from pursuing satisfaction Therefore, 1997). (Csikszentmihalyi, instantaneous i possible focusis such why reason and one events, experienc of flow appeal of the McCrae,Part 1992). andself-control, tende reliability, dependability,

competence in the task at hand. hand. at task the in competence wi and purposeful beneed organized to individual’s desire individual’s the further to appealing next, v is it difficult, is task the experience,although the in engaged completelyand are attention surplus duri of because purpose, have sense anda to strong

their needs to autonomously choose new and engaging and choose new autonomously needs their to flow to morefavorably respond theytherefore will of th nature changing the to they besensitive will fulfillment of the need for autonomy, such that the that such autonomy, need the for of fulfillment moderate experience will to 3: Openness Hypothesis Conscientiousness refers to an individual’s strong an individual’s to refers Conscientiousness Flow experiences will also appeal to a conscientiou aappeal also to will Flowexperiences individuals high on openness to experience, than fo experience, than to openness on high individuals

Accepted Article to have a tendency individuals open Becausehighly

This article isprotected by copyright. All rights reserved. Applied Psychology ery clear to the individual what needs to bedone needs to what eryclear individual the to ncy to work hard to achieve goals (Costa & goals (Costa achieve to work hard ncyto for order. Therefore, the conscientious conscientious the order. Therefore, for

e tasks that bring about flow experiences, and experiences, flow bring that about tasks e d skill, and the attainment of goals. Therefore, attainment and the skill, d s because goals are clear and feedback is and feedback is clear are goals becauses ng flow experiences individuals have no individuals experiences ng flow experiences, because such experiences fulfill fulfill experiences such because experiences, d be expected to particularly appreciate flow flow appreciate particularly to bed expected task. Moreover, when engaged in a flow in engaged when Moreover, task. individuals who derive high of levels derive who individuals ll be met, thus contributing to a sense of a sense of to contributing thus bemet, ll s set standards (Eisenberger et al., 2005). 2005). al., et (Eisenberger standards set s base part of their self-image upon the the upon self-image their base partof during these involved focus intense the esis high skill with high challenge, should meet meet should high challenge, with skill high activities. Therefore, we expect: we expect: Therefore, activities. relationship will be stronger for be strongerwill for relationship sense of purpose and will, and will, senseof purpose r those low on it. on low those r s individual’s desire to be organized bedesireorganized to individual’s s seek out new or novel experiences, experiences, new seekor novel out the relationship between flow and and between flow relationship the 11

began in which participants completed a short surve a short completed participants which beganin available between 4:00 pm and 6:00 pm. pm. and 6:00 pm 4:00 available between h after participants becompleted to Thesurveywas t for well-being declarative their surveyassessing eac end of the At 2004). andLucy, MacDermid, Beal, Purdue the using using the each window, time within Pilotby Palm the signaled when assessedthe surveys These consecutiveworkdays. t am 10:00 am; 10:00 to am (8:30 day the throughout experience-sampling surveys on the Palm Pilot. Pilot. Palm the on surveys experience-sampling and then traits, personality their surveyassessing traini During training. the attended study, the 118 measures. demographic gatheredvarious surveythat P (a device sampling experience the on fortraining page, particip registration aWeb-based studyusing th for US $100 to up compensated were andemployees Partic university. anAmerican at technicalworkers Participants and Procedure and Participants

fulfillment of the need for competence such that th that competence such need the for of fulfillment r the moderate will 4: Conscientiousness Hypothesis The day following the last training session, the ex the training session, last the Theday following We recruited 150 full-time professionals, administr professionals, recruited full-time We 150

Accepted Article tho for than conscientiousness, in high individuals

(audible signals were programed to occur at aat rand occur wereto signals(audible programed Applied Psychology METHODS METHODS

received instruction on how to fill out the the out fill to how on instruction received ng sessions, participants first completed a short a short completed first participants ngsessions, he day (positive affect and job satisfaction). satisfaction). job and affect heday (positive task in which the participants were engagedwere participants the which in task alm Pilot) and then completed a Web-based a Web-based completed and then Pilot) alm ipation in the study was completely voluntary completelyvoluntary study the was in ipation ants selected an orientation session to attend attend to session anorientation selected ants ad finished working for the day and was day and the was for working adfinished y during each of three blocks of time of time blocks yof three each during o 11:30 am; 1:30 pm to 3:00 pm), for 10 to pm), pm 3:00 1:30 am; 11:30 o Of the 150 participants who signed up for signed who up participants Of150 the Momentary Assessment Tool by Weiss, byTool Weiss, Assessment Momentary h workday, participants completed a short a short completed participants workday, h eir participation. After signing up for the up signing After eir participation. perience sampling portion of the studyof the portion sampling perience e relationship will be stronger for be stronger for will erelationship se low on it. on selow ative supervisors and clerical- and supervisors ative elationship between flow and and between flow elationship om time time om 12 Page 12of30 Page 13of30

Measures re sets, matchedresponse 892 obtained measures.We measure matchedthese and then forindividual, each create day to each day individual each measuresfor sur surveys Web end-of-day and 970 Pilot Palm 3,032 end-o potential and 1,140 Pilot Palm the on surveys po years). of 3,420 Out of 13.2 tenure andmean job indi 114 included sample The final endday). of the surveysPilot throughou (i.e.,Palm matchedsurveys f to responded becausethey sample the droppedfrom has been adopted by flow researchers and extensivel researchers flow by has beenadopted ES through of flow assessment the theseadvantages, specify to them asking instead experiences by flow eliminat and 1983), Csikszentmihalyi, Larson& (see as problems many circumvents methodology assessment when engaged were they which in task relatedthe to as andthen computer) or handheld alarm, wristwatch are participants which in a technique (ESM), Method colle and Csikszentmihalyi study phenomenon, To the experi flow nature of andintrapsychic discrete the Flow. Of the 118 individuals who participated in the dail the in participated who individuals Of118 the

Acceptedfor i insight promising offers theory Althoughflow Article

ences has presented measurement difficulties. difficulties. measurement enceshas presented viduals (74% female, mean age of 43.5 years, of 43.5 age (74% female, mean viduals -level measures of flow and need fulfillment fulfillment and need flow of measures -level the nature of the task at hand. Because of Because hand. at task nature the of the f-day measurements, we obtained a total of a total obtained we f-daymeasurements, tential measurements for the three daily three the daily for measurements tential t the day matched with web surveys at the the at web surveys day with the t matched signaled (see Csikszentmihalyi, 1990). This This 1990). Csikszentmihalyi, (see signaled y used in the empirical research on the topic researchtopic the on y empirical the in used s with the end-of-day declarative well-being well-being declarative end-of-day the with s M reports of high challenge and high skill skill and high challenge reports of high M es the need to ask respondents to define to respondents ask needes the to intermittently signaled (e.g., by a pager, (e.g.,a by pager, signaled intermittently ked to indicate the challenge and skill and skill challenge the indicate kedto ewer than three of the possible ten sets of sets ten possible the three ewerof than presenting a final response rate of 78.2%. rate of 78.2%. aresponse final presenting veys. We averaged the Palm Pilot Pilot Palm averaged the We veys. agues developed the Experience Sampling Sampling Experience the aguesdeveloped sociated with retrospective measurement measurement retrospective with sociated y portion of the study, four were were four ystudy, of the portion ndividual experience at work,at experience ndividual 13

particular task or activity at that time. Responden time. that at activity particularor task

Csikszentmihalyi & LeFevre, 1989; Delespaul, Reis, Reis, Delespaul, LeFevre,&1989; Csikszentmihalyi 2000; 1997, 1990, Csikszentmihalyi, (Bakker,2005; which assesses their declarative well-being (e.g., well-being declarative assesses their which rathe arethey flow) in when (i.e., identify states a inductively to us allow will measure of flow this consc to individuals approach require not does this f that conditions of the midst the in is individual experience individual comprising processes internal to which they engaged in each particular task or ac or each task in particular engaged they which to experiences. consideredflow skill/high challenge; low skill/low responses(high as a flo situation the we coded average skill, than average was facing than higher individual the When individu the or below above was eachscore discrete eac on eachfor individual score a wemean computed (Csikszentmihalyi, procedure followingestablished task/ for this highlyskilled am (“I second andthe (“The item task/acti first The scale. agreement 1-5 Palm Pilot surveys by asking respondents to report report to askingsurveysrespondents Pilot by Palm Autonomy During each of the Palm Pilot surveys, respondents surveys, respondents Pilot Palm the eachDuringof

Accepted Articleasof highflow chal conceptualization Althoughthe

. Following Reis et al. (2000), autonomy was measure was autonomy(2000), al. et Following Reis

This article isprotected by copyright. All rights reserved. Applied Psychology r than ask individuals to report how they feel, feel, they how report to individuals ask rthan acilitate flow experiences. Furthermore, because because Furthermore, experiences. flow acilitate

w experience. The other configurations of configurations other wexperience. The ts indicated, on 1-5 agreement scales, the extent scales, extent the agreement 1-5 on indicated, ts affect and satisfaction). andsatisfaction). affect activity”) relates to the individual. Closely individual. the to relates activity”) ssess participants’ experiential well-being well-being experiential participants’ ssess vity was very challenging”) relates to the task task the to relates challenging”) vitywas very challenge; low skill/low challenge) were not not were challenge) skill/low challenge; low tivity for external (“something about your about (“something external for tivity iously evaluate or declare their psychic state, state, psychic their or declare evaluate iously the reason for which they were engaged in the engagedthe in were they which reason the for s, it does identify situations in which the the which in identify does situations it s, al’s own mean of skill or challenge reports. or challenge skill mean of al’s own 1990; Csikszentmihalyi & LeFevre, &1989), Csikszentmihalyi 1990; challenge and reported demonstrating higher higher demonstrating and reported challenge Csikszentmihalyi & Hunter, 2003; 2003; &Hunter, Csikszentmihalyi & DeVries, 2004; Reiss, 2000). 2000). Reiss, &2004; DeVries, h of the two items. We then coded whether coded then We items. two of the h lenge/high skill does not address the not does lenge/highskill were asked to answer two items on a on items two answer askedwereto d during each of the each during d 14 Page 14of30 Page 15of30 very slightly or not at all at not or very slightly “interested,” “excited,” and “determined.” Response “determined.” and “excited,” “interested,” “righ feelings their adjective described listed the affect positive of activated adjectivedescriptors momentary instruction with 1988) & Clark, Tellegen, respondent on each day. The average internal consis Theaverage internal day. each on respondent the averaging calculated by were scores competence not at all effective/successful all at not the task/activity in which you were engaged when yoyouwhen engaged were which in task/activity the an signal?” the youreceived when youinvolved were “How successfu items: the responded to Participants we they which activity in or task the on competence

thi responsesfor three the averaging calculated by 1996) al., et Sheldon 1995; & Kasser, Sheldon 2000; Gr &1987; Ryan, (Grolnick autonomy assessingstate is activities for discrete autonomyscores summary a (-1) introjected (+1), (+2), identified intrinsic togethe adding by score autonomy a summary computed enjoyment and interest for purely the it (“youdid you felt or not, (“interesting guilt”),identified introject youit”), forced do to situation external Positive affect Positive

Accepted CompetenceArticle

. During the Palm Pilot surveys participants were alwere surveysPilot participants Palm the During . We used the Positive and Negative Affect Schedule and Schedule Negative Affect Positive the used We to This article isprotected by copyright. All rights reserved. 5 = 5 extremely to to 5 = effective/successful5 extremely Applied Psychology . The average internal consistency reliability was reliability consistency averageinternal The . that it expressed your orexpressed intrinsic true values”) it that nd external (-2). This method of computing method (-2). This external nd ed (“you made yourself do it, to avoid anxiety avoid to or it, yourself do (“you made ed and asked them to indicate the extent to which which to extent the indicate to asked them and t now.” Sample adjectives from this scale are this from adjectives now.”Sample t

in doing it”) reasons. For each response, we we each response, For doing reasons. it”) in s scale on each day for each respondent. respondent. foreach day scale each s on identical to that used in previous research previous in used that to identical re engaged at the time they were signaled. they signaled. were time the at engagedre tency reliability for the measure was .85. was .85. measure the tencyfor reliability s were given on a scale ranging from ranging given a on scale were s l do you feel in the task/activity in which which in youtask/activity the in do l feel . Finally, daily autonomy scores were were scores autonomy daily Finally, . three responses for this scale for each each scale for this responsesfor three u received the signal?” on a scale from a on scale signal?” the received u s. We presented participants with 10 10 with presented participants We s. d “How effective is your performance on youron performance is effective “How d olnick, Ryan, & Deci, 1991; Reis et al., al., et Reis 1991; &Ryan, Deci, olnick, r the items with the following weights: weights: following the with ritems the (see Reis et al., 2000). Daily Daily 2000). al., et (see Reis so asked to rate their asked to so (PANAS; Watson, Watson, (PANAS; 1 = 1 .92. .92. 1 = 1 15

NEO-FFI (Costa & McCrae, 1992). Participants indica Participants 1992). & (Costa McCrae, NEO-FFI individuals’ characteristic parameters estimated at estimated parameters characteristic individuals’ moder The cross-level & de 2010). Pater, Dimotakis, in fluctuations intraindividual to exclusivelydue a predictorthe scores in variance inter-individual eac to relative centered were predictors individual andde between flow relationship the in fulfillment and we well-being, and declarative needfulfillment we level, mode first the At of analysis. levels two with each item on a scale from a each on scale with item consistency reliability for both openness to experi to openness both for reliability consistency accompli hard to “I work includes conscientiousness intellect of a range wide have “I includes openness

once, via a paper-based survey completed during the during completed survey once,a via paper-based was .9 satisfaction job for reliability consistency answered on a scale from from a on scale answered real I found and “Today my about work” enthusiastic satisfaction of job evaluations general rather than &Rothe, Index(Brayfield Brayfield-Rothe five-item Job satisfactionJob Personality measuresPersonality

Acceptedsimul to (HLM) LinearModeling Hierarchical used We Article . Daily job satisfaction was measured at the end of end of the at was measured Daily satisfaction job This article isprotected by copyright. All rights reserved. 1 = strongly disagree = 1 strongly . Openness to experience and conscientiousness were were conscientiousness and experience Opennessto 1 = strongly disagree = 1 strongly Applied Psychology ANALYSES ANALYSES to to 0. 0.

nd ensuring that the estimated effects are are effects estimated the ensuring that nd the predictor scores over time (e.g., Ilies,(e.g., time theover predictorscores . Example items include: “Today I have felt Iinclude: felt “Today items have Example . led the direct intra-individual effects of flow on on of flow effects direct the intra-individual led ence and conscientiousness was .79. was .79. conscientiousness enceand h individual’s mean score, eliminating the the eliminating mean score, individual’s h the first level of analysis (e.g., each of level analysis first the clarative well-being. All of the intra- of the All clarativewell-being. ual interests.” An example item for item example An interests.” ual 5 = strongly agree. = 5 strongly also examined the mediating role of need need mediating rolethe of examined also orientation meeting, using items from the the from items using meeting, orientation sh my goals.” The average internal averageinternal my sh The goals.” to to ating effects were examined by regressing byregressing examined were effects ating 1951), slightly modified to represent daily daily represent to modified slightly 1951), enjoyment in my work,” and were and were work,” my in enjoyment ted how much they agreed or disagreed disagreed agreed or they much how ted 5 = strongly agree = 5 strongly taneously model relationships at relationships taneouslymodel The average internal averageinternal The each workday with the the with workday each . An example item for item example An . measured 16 Page 16of30 Page 17of30 job satisfaction. Hypothesis 2 predicted that the f the predicted2 that Hypothesis satisfaction. job being. Flow predicted the fulfillment of individual fulfillment the Flow predicted being. between individuals. Flow scores were not correlate scores not were Flow betweenindividuals. pattern of between- and within-individual correlati within-individual and patternof between-

suggestions by Hofmann, Griffin, and Gavin (2000) t (2000) Griffin, and Gavin Hofmann, by suggestions of analy second level the at traits personality the for andslope intercept characteristic individual’s standardized standardized individuals; however, individuals; amount of variance explained by our study variables byour ofexplained variance amount with flow decreased by 33.3% and 26.7%, respectivel and 26.7%, decreased flow 33.3% by with f regressioncoefficients the flow, with indicators regr intra-individual the in variables satisfaction although the relationship with the fulfillment of t fulfillment the with althoughrelationship the Flow at work accounted for 2% of the within-person within-person of2% the for accounted Flowworkat and competence would mediate, in part, the effects effects part,the in mediate, would andcompetence Table 1 presents the correlations among all study all among correlations the Table presents 1 supported ( supported will workat flow that states which Hypothesis1, satisfaction–col and job affect indicators–positive andskill. eac from deviations uses that scores flow computing

β = .12 and .15, respectively, and= .15, .12

Accepted = .22, Article p within < .01 for competence; Table 3); upon introducing t introducing upon 3); Table for .01 competence; < This article isprotected by copyright. All rights reserved. individuals, flow was significantly correlated wit was correlated flow significantly individuals, Applied Psychology p < .01 for both; see main effects model in Table 2) in model effects see main both; for < .01 RESULTS RESULTS ession predicting declarative well-being well-being predictingdeclarative ession sis. To indicate effect sizes, we the followed effect sizes, indicate To sis.

predicting need fulfillment) on their scores of scores their of on fulfillment) predictingneed he need for autonomy was weak ( was autonomy heneed for ulfillment of employees’ needs for autonomy for of employees’needs ulfillment or predicting positive affect and job satisfaction satisfaction and job affect positive predicting or lected at the end of employees’ workdays, was workdays, endof employees’ the at lected s’needs ( ons is not surprising, given the method for method the surprising, given not is ons of flow on employees’ declarative well- declarative employees’ on of flow d with any other variable any variable with d other h individual’s average scores on challenge scoreschallenge on average individual’s h . . variance in positive affect and 3% of that in in of that affect and 3% positive in variance o compute pseudo- compute o y (see Table 2). Third, mediation tests for tests mediation y2).Third, Table (see predict the two declarative well-being well-being declarative two predictthe variables, computed both within and within both variables,computed β = .07, = .07, p < .05 for autonomy; < .05 R 2 he two need hetwo values to assess the the assess to values between h all scores, all h p < .10). This

. . 17

parti is flow Therefore, experience. to openness in when fulfilled strongly aremore autonomy needfor link a stronger showing work by atof flow effects more also are experiences new to open are who more approached traditional significance when positive a when positive significance traditional approached fulfillment, failing to support Hypothesis 4. 4. Hypothesis failing support to fulfillment, a have not did it competence, need for individuals’ did conscientiousness Although experiences. flow to personali differences in individual indicatingthat

1 multilevel models based on the the basedon models multilevel

autonomy mediated path was significant when predict wassignificant path autonomymediated fulfillment of employees’ need for autonomy (see Ta (see autonomy need for of employees’ fulfillment intra-ind the effect on amoderating experiencehad va personality two andthe flow between interaction 3 Table respectively. and competence, forautonomy roleof openne moderating the we Finally,examined relationshi the 4) on (Hypothesis conscientiousness H generally support results These models. mediation an affect positive in variance of within-person 12% when predicting both positive affect and job satisf affect and job positive both when predicting med flow-competence the that (2002) revealed Sheets 24% of the variance in the slopes was explained by wasexplained slopes inthe variance the of 24%

AcceptedHypo from relationship moderated the Figureshows 1 Article

This article isprotected by copyright. All rights reserved. z’ test described by MacKinnon, Lockwood, Hoffman, We Lockwood, described MacKinnon, bytest Applied Psychology openness to experience. experience. to openness

ty affect the manner in which individuals react individuals which in manner the tyaffect action ( action cularly important for individuals high in for individuals cularlyimportant between the two. These individuals have their individuals These betweentwo. the ny interactive effect with flow on need on flow effectwith nyinteractive ividual relationship between flow and the andthe between flow relationship ividual ps between flow and the fulfillment of needs fulfillment andthe betweenps flow d job satisfaction was explained by the was explained satisfaction job d ffect was the end criterion ( endcriterion was the ffect riables on need fulfillment. Openness to Opennessto fulfillment. need on riables they experience flow, compared to those low low those to compared flow, experience they exert a main effect on the fulfillment of fulfillment the effect on a main exert ypothesis 2. ypothesis 2. ble 3). ble shows the HLM results testing the results HLM the shows sensitive to the autonomic need fulfillment need fulfillment autonomic the to sensitive iated paths were statistically significant significant statistically were paths iated ing job satisfaction ( satisfaction ing job p < .01 for both), whereas the flow- the whereas both), for < .01 1 ss to experience (Hypothesis 3) and experience (Hypothesis to ss This finding supports Hypothesis 3, Hypothesis 3, finding supports This thesis 3, indicating that employees employees that indicating 3, thesis p < .05) but only < but .05) p <.07). Overall, <.07). Overall, st, and st, 18 Page 18of30 Page 19of30 positively related to measures of declarative well- of declarative measures to related positively being outcomes (positive affect and job satisfactio affect and job (positive beingoutcomes This study found that individuals’ experiential an experiential individuals’ studythat found This aty wethat found Specifically, related,concepts.

experience (the interactive effect on job satisfact job effect on interactive experience(the experience, compa to higher openness in individuals experience betweenflow relationship the that shows bo on flow effect of the moderate experience did to (i.e., positive outcomes well-being anddeclarative roleo moderating the we investigated hypothesized, Nex autonomy. need for of their fulfillment andthe openne in low those whereas experience, to openness experience, with highly open individuals experienci individuals highlyopen experience,with rel the we that found analyses hoc Finally, post in relat stronger positive experience show to openness needs for ofindividuals’ fulfillment and the flow e to openness differences in individual that showed well- declarative on flow of influence the mediated nee of individuals’ fulfillment the that found also fulfillment of basic psychological needs associated needs of basic psychological fulfillment for employe implications and their workexperiences

We believe these findings yieldcomprehensiv a more believethesefindings We Accepted Article

ds for competence and autonomy partially partially autonomy and for ds competence pe of experiential well-being—flow—was well-being—flow—was of experiential pe autonomy, such that individuals higher in individuals that autonomy, such ationships between flow and declarative well- declarative betweenand flow ationships being (positive affect and job satisfaction). We We satisfaction). job affectand being(positive n) were also moderated by openness to to openness by moderated also n) were affect and job satisfaction). Indeed, openness satisfaction). affect and job with flow explains how and why flow at flow and why how explains flow with being outcomes. Our moderator analyses Our moderator beingoutcomes. xperience influence the relationship between relationship the influence xperience th declarative well-being outcomes. Figure 2 outcomes. well-being declarative th t, although such effects were formally not although effects such t, ionships than do individuals low in openness. openness. in low individuals do than ionships ng stronger positive relationships. relationships. positive ngstronger f openness on the relationships between flow relationships the fon openness s and positive affect was stronger for strongerfor was affect and positive s red to individuals low in openness to to openness in low individuals red to e well-being. First, we found that the the that found weFirst, well-being. e ss show very little connection between flow flow between connection very little show ss d declarative well-being are distinct, yet distinct, are well-being declarative d e understanding of the nature of nature of of the eunderstanding 19

illustrated how flow experiences influence employee influence experiences flow how illustrated d be might results that concern the mitigates which w a enable to design measures repeated studya used they investigate employee well-being in the workpla the in well-being employee they investigate we concepts, as fulfillment andof need flow impact therefore encoura We perspectiveflow. on situation findingson we add our theoretical integration this an conceptual integration the tested weempirically in addressed concurrently been not have knowledge, togethe brings theory flow and theory determination

Strengths and Weaknesses and Strengths oft nature monotonous andseemingly obligatory the who plant assembly drearya in of a welder example flow- into tasks turn to able are they because flow have they that feel are to morelikely individuals was strong. This relationship this experience on to fo of employees’need fulfillment the leadsto flow found we design. Although measures,multiple-method ful research need past on replicates constructively and need on fulfillment effectof flow moderate the Second, well-being. greater associated with workis This study has several notable strengths. First, th First, strengths. notable study several has This

Acceptedmeasu the from studystems of the Asecond strength Article

acted autonomously following the experience of experienceof following the autonomously acted fillment and well-being by utilizing a repeated- utilizing byand well-being fillment personality, indicating the value of a person- value of the personality,indicating inducing activities. Csikszentmihalyi’s (1990) Csikszentmihalyi’s activities. inducing is consistent with our argumentour some with that consistent is r autonomy, the moderating effect of openness effect of openness rmoderating autonomy, the d found support for our proposed model. To To model. proposed for our support found d riven by individual differences. Thus, we have we have Thus, differences. riven byindividual declarative well-being. Third, this study this Third, well-being. declarative the study identifies how personality traits traits personality how study the identifies ll as individual differences in personality, as personality, in differences as individual ll the consider to researchers georganizational r two related perspectives which, to our to which, perspectives related rtwo ithin-individual data analytic approach, dataapproach, analytic ithin-individual ce. ce. consistently found flow in his work, despite work,despite his in flow found consistently s across time, and how fluctuations in work in fluctuations and how time, across s he task. hetask. the organizational literature. Furthermore, Furthermore, literature. organizational the only weak support for our hypothesis that that hypothesis our for support only weak e conceptual integration of self- of conceptualintegration e rement design. This intra-individual intra-individual This rementdesign. 20 Page 20of30 Page 21of30 being measures were completed on a Web-survey after a on Web-survey completed were being measures

common-source bias (Podsakoff, MacKenzie, Lee, & Lee, Po MacKenzie, (Podsakoff, common-source bias of predictor measurement the in separation temporal co reduces This periods. time distinct during three p Pilot, (Palm approaches differentdata-collection w declarative in fluctuations influence experiences engaged in flow, thought and action are focused on on focused are and action thought engagedflow, in r subjectively participants which in scalevariable would that of bias likelihood the reduces approach of t characteristics the report upon to individuals order ha in to skilled and highly highlychallenged 1 (see Csikszentmihalyi, of flow model four-channel becau concern a strong not is this we However, feel w constructs the competence, and autonomy needsfor (e.g moderator analyses our of a in less concern is day as employees were engaged in their various task various their in engaged were dayasemployees is, m that the contexts; different in psychological f interpretations otherdirectional rulecannot out as for day the well-being employee’s of the evaluation af of positive evaluation end-of-day day. the Thus, in situin Of course, this study also has weaknesses. First, b First, weaknesses. has study also this Ofcourse, Another concern is that, although flow conceptually although flow that, is Anotherconcern

Accepted psychologica current employee’sof the assessments Article

This article isprotected by copyright. All rights reserved. Applied Psychology he task and their task-specific skill. This This skill. task-specific and their hetask or our findings. However, measures were taken measurestaken were findings.our However, or

omentary measures were taken throughout the the throughout omentarytaken were measures ate their level of flow. Moreover, when one is whenone is Moreover, flow. ateof level their ., Evans, 1985). 1985). Evans, ., mmon-method variance concerns, and the and the concerns, variance mmon-method aper-based survey, Web-based surveys), taken surveys), Web-based aper-basedsurvey, ve a flow experience. Accordingly, we asked we Accordingly, experience. vea flow fect and job satisfaction is a declarative a declarative is satisfaction and job fect ell-being. Furthermore, we used three we three used Furthermore, ell-being. otherwise be present with a typical continuous continuous a typical with otherwise be present se of the way in which we measure flow. The The flow. wemeasure which sewayof the in , whereas the earlier Palm Pilot measures are Pilot Palm earlier the whereas , the activity at hand, and therefore our and hand, at activity the s, moderators, and outcomes should reduce should andoutcomes moderators, s, s at work, whereas the declarative well- declarative the work,atwhereas s 990) suggests that an individual must be must an individual suggests 990) that ere measured at the same point in time. time. in same point the at ere measured the employee had completed work for the the work for completed had employee the dsakoff, 2003). dsakoff,2003). ecause all data are self-report, we self-report, data are all ecause occurs before the fulfillment of fulfillment the before occurs l states. Also, common source bias common Also, states. l 21

Implications for Theory and Practice and Theory for Implications concurrent their despite are different, fulfillment show These distinctions experience. an reaction to i a process entails otherhand, the on fulfillment, that is of flow measure our likelihood the minimize rat describe situation to the respondents By asking facilitatefl that conditions evaluates the measure encourage them to consider the role of both both role the of consider to encouragethem garnersinter well-being on research As well-being. individuals reported being in conditions conducive conducive conditions reported in being individuals workload and challenge could yield a theoretical re yieldatheoretical could challenge and workload acomprehe Therefore, beactually beneficial. might h ofare workload amounts high average, although on andworkload challenge likely yet that is it 1979), ad related positivelyto is workload that indicates ef and organizational wellness for 2005) employees' activities that facilitate experiential well-being facilitateexperiential that activities whic in identifyinstances ableto we are approach, everyday relevant to is flow that studyillustrates Theory indicates that flow and self-determination a and self-determination flow that Theoryindicates

Acceptedsc addressed flow on research original Althoughthe Article

This article isprotected by copyright. All rights reserved. Applied Psychology experiential (flow) during working hours. In fact,study, our in hours. working during (flow) n which the individual evaluates his or her his evaluates individual the which n measurement. measurement. work life. By employing a mean-centered amean-centered By employing work life.

ow, rather than the actual experience of flow. flow. experienceof actual the rather ow, than verse health outcomes such as strain (Karasek, (Karasek, as strain such outcomes versehealth are positively correlated. This suggests that, suggests that, This correlated. are positively her than their reaction to the experience, we experience, we the to herreaction their than h our participants were likely to be engaged in belikely were to our participants h how the measurement of flow and need and need flow of measurement the how cipe for high levels of engagement at work. work. at of engagement high levels cipefor est from organizational scholars, wescholars, organizational from est biased by unnecessary evaluations. Need evaluations. by biased unnecessary to flow during 28% of the occasions on which which on occasions of the 28% during flow to nsive integration of theoretical approaches to to approaches of theoretical integration nsive fectiveness. Most research on job demands demands job on research Most fectiveness. armful to employees, a portion of the effect effect of the a portion employees, to armful and re important in influencing employee employee influencing in reimportant ientists, artists, and athletes, our and athletes, artists, ientists, declarative well-being (Shmotkin, (Shmotkin, well-being 22

Page 22of30 Page 23of30 part through the experience of flow. Therefore, org Therefore, of flow. experience the partthrough jobs, because of the links between flow (and positi betweenflow links the becausejobs, of

2 theysurveyed. were employee well-being by allowing employees to craft craft to allowingemployees by well-being employee for competence and autonomy, resulting in greater s greater in resulting andautonomy, forcompetence ma this in job one’s Modifying experiences. flow in a provide way in that 2001) & Dutton, (Wrzesniewski the on latitude decision have employees sufficient experience need flow theseindividuals appearsthat for evident i bemost to seems importance work,its f although suggests that, This outcomes. well-being any if relation little appeared show to individuals t openness high in individuals did than well-being, experie to openness on low individuals experiences, study) and various dimensions of job performance (D performance of job dimensions study)and various employees. Furthermore, such efforts would also inc also would efforts such Furthermore, employees. Fulla variety andautonomy; skill (e.g.,increasing facilitatec to strive should they that managersis a Itstraig that follows & Bassi, 2011). Massimino, and other professio forcraftsmen 57.6% cashiers to flow for each of the three assessments) although no although assessments) three the of each for flow respondents never reported being in flow. flow. being in reported never respondents The range for the daily flow reports was 0-100% (i was 0-100% reports flow daily the for range The Another implication of our findings for the workpla the findings for of our Anotherimplication

Accepted Articlemoderatorour analyses from finding Oneinteresting

2 This figure is within the range reported by previo by reported range the This within figure is This article isprotected by copyright. All rights reserved. Applied Psychology individual reported being in flow for every assess every for flow inbeing reported individual .e., there were days when some participants reporte participants whensome days were there .e., onditions for flow, perhaps by job (re)design by(re)design for perhapsflow, job onditions

ship between flow experiences and declarative and declarative experiences between flow ship gar & Kelloway, 2009), to have more satisfied have moresatisfied to 2009), Kelloway, gar& o experience. Furthermore, more closed closed more experience. Furthermore, o job, they might be able to craft their jobs craft jobs their beable to they job, might ve affect which was influenced by flow in our in flow by wasinfluenced ve affect which htforward implication of our findings for findingsour for of htforwardimplication anizations could experience increments to to increments experience could anizations ndividuals who are open to experience, as it experience, as it to are who open ndividuals s in order to sustain their well-being. well-being. their order sustain in to s low is an important part of most employees’ of most part an important is low nals; Ceja & Navarro, 2012; Delle Fave, 2012; & Ceja Navarro, nals; nner will likely satisfy the employee’s needs employee’sneeds the likely satisfy nnerwill nce reported consistently higher declarative declarative higher consistently ncereported atisfaction and positive affect on the job, in in job, the affect on and positive atisfaction rease performance, particularly in creative creative in particularly performance, rease their jobs in ways that facilitate flow. facilitateflow. ways that in jobs their emerouti, 2006; George and Brief, 1996). and1996). Brief, George 2006; emerouti, s them with more opportunities to engage to moreopportunities with them s ce is that, to the extent to which which to extent the to cethat, is is that when not engaged in flow flow in engaged when not that is us research (16.4% for for (16.4% research us ment and 8 8 mentand d being inbeing d

Baumann, N.,& Seeking Scheffer, Baumann, D. flow(2011). in Catalino, L. L. B. I.,Catalino, Fredrickson, A Tue & (2011). Brayfield, A. H., & Rothe, H. F. (1951). An index o A. H., & Brayfield, H. F. Rothe, An index (1951). Deci, E. L., & Ryan, R. M. (2000). The "what" The and (2000). " L., "what" E. Deci, M. R. & Ryan, Deci, L. E. Deci, (1975). Optimal (1989). LeFevre,J. Csikszentmihalyi,M., & Ceja, L., (2012). ‘Suddenly & Ceja, J. get Navarro, int I Deci, E. L., & Ryan, R. M. (1985). (1985). L., E. Deci, M. R. & Ryan, Deci, P., L., & M.Ryan, E. (1989). R. J. Deci, Connell, Ceja, L., patternsof (2011). Dynamic & Ceja, J. Navarro, Csikszentmihalyi, M., & Hunter, J. (2003). Happines (2003). J. Hunter, Csikszentmihalyi,M., & Delespaul, P. A. E. G., Reis, H. T., & DeVries, M. & G., Reis, P.DeVries, H. T., A. E. Delespaul, Csikszentmihalyi, M. (1999). If we are sowhy rich, If Csikszentmihalyi,are M. (1999). we Costa, P. T., & McCrae, R.& P. McCrae, T., (1992). R. Costa, Csikszentmihalyi, M. (1997). Csikszentmihalyi,M. (1997). Demerouti, E., Bakker, A. Bakker, Sonnentag,Full E., B., S., Demerouti, & Delle Fave, F., &M. (2011). A., Massimini, Bassi, Delle Demerouti, E. (2006). Job characteristics, flow, an (2006). Jobcharacteristics, E. Demerouti, Csikszentmihalyi, M. (1975). Csikszentmihalyi,M. (1975). Csikszentmihalyi, M. (1990). Csikszentmihalyi,M. (1990). Across Cultures. Across conscientiousness. conscientiousness. Personality and Social Psychology, 56 and Psychology, Social Personality New York: Plenum. York: New Behavior, 32 Behavior, New York: Basic Books. Basic York: New Research, 67Research, factor inventory (NEOFFI)manual. inventory professional factor Behavior, 33 Behavior, flow motive behind flow experience. behind flowmotive 35 individual variability a individual using complexityscience a self-determination ofself-determination behavior. emotional reactivity in optimal mental health. mental reactivity emotional optimal in nonlinear changes in flow experiences at work. at work. flow in experiences changes nonlinear of Applied 74 Psychology, Applied of 821-827. 821-827. sampling. determinants of activation: Studying compared sp to of Studying activation: determinants compared HarperCollins. HarperCollins. at work and at home: A study on the role A studyand work ofat role home: at daily the on r Resources. Resources. Accepted Article 307-311. ,

Journal of Happiness4 Studies, of Journal Intrinsic MotivationIntrinsic

, 627-651. , , 276-295. , , 129-143. 129-143. , Springer: London (UK). This article isprotected by copyright. All rights reserved. Journal of Occupational Health Psychology, 11, Health Occupational Psychology, of Journal Finding Flow: The Psychology of Engagement with The Flow: of EvePsychology Engagement Finding Beyond Boredom and Boredomand Beyond Anxiety Flow: The Psychology of Optimal The Psychology Optimal ExperienceFlow: of , 580-590. 580-590. , Intrinsic Motivation and SelfDetermination in Huma MotivationSelfDetermination Intrinsic and in Revised NEO personality inventory (NEO PIR) and NE(NEO inventory and NEO Revised personality PIR) . New. York: Plenum. Psychological Inquiry, 11 Inquiry, Psychological Applied Psychology REFERENCES Motivation and Emotion, 35 and Motivation Emotion, , 815-822. , o the zone’: Examining discontinuities and zone’: Examining and discontinuities the o Self-determination in a work organization. work a organization. in Self-determination , 185-199. , d performance: The of d moderating The role performance:

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Handbook of Positive Handbook Psychology Accepted Article

Journal of of 89Journal Psychology, Applied Administrative Science Quarterly, Quarterly, Science 24Administrative , 83-104. , , 508-517. 508-517. , , , 1421-1450. Journal of Applied Psychology, Social 23 Applied of Journal This article isprotected by copyright. All rights reserved. Organizational Behavior and Human Decision Processe Human Decision Behaviorand Organizational . San Francisco: San . Jossey-Bass. 827-838 Applied Psychology Journal of Social52 of Journal and Psychology, Personality Personnel Psychology, 63, 63, Psychology, Personnel ndividual models of well-being: models ndividual What employee Psychologicalreactions high and to physiological . . tisfaction:A study a at work relationship of their (pp. 89-105). New York, NY: Oxford 89-105). NY: York, New (pp. University anock, L., & Randall, A. T. (2005). Flow A. T. L., anock, & Randall, (1993). Employee and supervisor Employee and of ratings (1993). work: An experience sampling approach. sampling An experience work: approach.

amic process of life satisfaction. processof satisfaction. life amic doing good: A conceptual at analysismood good: A conceptual the doing of Inner resources for school achievement: for school achievement: Inner resources , 661-673. , titude, and for Implications strain: and job mental titude, xperience, xperience, ects of correlated moderated of in method correlated variance ects rience sampling rience (Ed.), method. InReis H. T. . The linear of application The . hierarchical ncept of flow. In C. R. Snyder & J. S. LopezS. of & In ncept J. Snyder flow. R. C. children's learning: An experimental An experimental and learning: children's Psychological Bulletin,112,Psychological West,A V. (2002). S. G., & Sheets, 285-308. , European Journal of Work andof Journal European ion: New directions for methodology of of methodology directions for ion: New their parents. their ed with job satisfaction and job edin with adjustment S. Kozlowski (Eds.), S.Kozlowski (Eds.), tevening variable teveningeffects. variable , 595-615.

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Wright, T. A., & Huang, C. C. (2012). The many The (2012). C. C. A., & Wright,Huang,T. bene Wrzesniewski, A., & Dutton, J. E. (2001). Crafting E. (2001). J. A., & Wrzesniewski, Dutton, Weiss, H.M., Beal, D.J., L.,Lucy, S.MacDermid, Weiss, Beal, & H.M., Watson, D., Clark, L. A., & Tellegen, A. (1988). De L. A. (1988). &Watson,Tellegen, D., Clark, A., Vittersø, (2003). Flow satisfaction: J. life Vittersø, versus Xanthopoulou, D., Bakker, & A.(2012) B., Xanthopoulou, R. Ilies, Spector, P. I., C. Cooper, O'DrJ. E., L.,Spector, Sanchez, Sheldon, K. M., Ryan, R., & Reis, H. T. (1996). Wha K. M., Ryan, (1996). H. T. Sheldon, & R., Reis, Sonnentag, S., & Ilies, R. (2011). Intra-individual S., & (2011). R. Sonnentag, Ilies, Shmotkin, D. (2005). Happiness in the face of D. theface (2005). adver Happiness in Shmotkin, Ryan, R. M., & Deci, E. L. (2001). On happiness and On happiness L. (2001). E. M.,Ryan, & R. Deci, Sheldon, K. M., & Kasser, T. (1995). Coherence Coherence and(1995). K. M., & T. Kasser, Sheldon, Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Lee,S. P B., J.-Y., Podsakoff,P. M., MacKenzie, Reis, H. T., Sheldon, K. M., Gable, S. K.Sheldon,L., H. T., M.,Gable, Reis, Roscoe, W., M.E., C. P., Demerouti, Peeters, Petrou, Schau Reiss, S. (2000). Humanindividuality, a S. (2000). Reiss, happiness, Psychology, 54 Psychology, negativePANAS affect: and The scales. positive Academy of Management45 of Journal, Academy PMAT: The Purdue Momentary Assessment Tool MomentaryTool The Assessment user'sPurdue PMAT: m person fluctuations in employee fluctuations person well-being. bases of subjective well-being. of well-being. bases subjective Journal of Applied of 88 Psychology, Applied Journal Research Institute atInstitute Purdue University. Research research. research. their work. their subjective quality subjective of life. the between the evaluation approach and difference (2002). Locus of control and well-being at work: Ho Locus at and well-being (2002). of control Introduction into the special issue. issue. special into the Introduction autonomy in the day and in the person. day the autonomyin the and in 1270-1279. 1270-1279. 1162. 1162. integration. integration. and well-being. eudaimonic hedonic in behavioral research: A review research: li of behavioral critical the in Behavior, 33Organizational thelin correlates and daily a Contextual on basis: role of autonomy, competence, and relatedness. of and autonomy, role competence, 26 Accepted Article 419-435. ,

Journal of Organizational of Journal Behavior,33

Academy of 26 Management Review, Academy Journal of Personality and Social Psychology, 68 Social of Journal and Psychology, Personality , 1063–1070. , This article isprotected by copyright. All rights reserved. Journal of Happiness4 Studies, of Journal , 1120-1141. 1120-1141. , Review of General Psychology, 9of Psychology, General Review Applied Psychology , 879-903. , Journal of Behavior,32 Organizational Journal Annual 52 Review Psychology, Annual of , 453-466. , Personality and Social Psychology Bulletin,22 Psychology Personality Social and A projective use ofthe A touse projective cartoons illustrate iscoll, M., Sparks, K., Bernin, M., Sparks, Salgado, . P., . . iscoll, processes linking work and processeslinkingwell-being: and work employee J., & Ryan, R. M. (2000). & The M.Ryan, (2000). R. J., Dailywell-being:

nd flow. nd feli, W. B., & Hetland, J. (2012). Crafting a job W.(2012). job Crafting a J. & B., feli, Hetland, a job: of active as Revisioning job: employees crafters a . Everyday working life: Explaining Everyday within- . life: working odsakoff, N. P. (2003). Common biases method Common odsakoff,P.(2003). N. velopment validation of and ofvelopment measures brief sity: Reformulating the dynamic and modular and dynamic modular the sity:Reformulating Human Relations, 65 Human Relations, S.M. (2004). S.M.(2004). human potentials: A review of research on potentials:A review of human research t makes for a good day? Competence and for good makes Competence a t day? congruence: Two Two of aspects congruence: personality fits of employee well-being in organizational organizational fitsin of well-being employee Personality and Social Psychology Social Bulletin, and Psychology Personality terature and recommended remedies. remedies. and recommended terature , 179-201. , k to work engagement. to k engagement. work , 1188-1192. , Journal of Personality and Social Social and Personality of Journal intrinsic motivation approach to motivation approach intrinsic American Psychologist, 55 Psychologist, American w generalizable are western findings? are wgeneralizable , , anual. Constructing EMA studieswith Constructing EMA , 531-543. , West Lafayette, IN: Lafayette, WestMilitary , 291-325. , , 1051-1069. , , 141-166. , Journal of of Journal , 521-525. , (10),1161– , , J. F. J. 26 Page 26of30 60 59 58 57 Page 27of30 BetweenWithinIndividual and Correlations among S Table 1 7. 6. 2. 1. 5. 4. 3. Notes using individuals’ aggregated scores anda based on individual level (using averagewhere scores approp and were estimated effects fixed from HLM wi models internal consistencies; the for within-individual v methods for Need Autonomy Fulfillment: Flow and at tailed).

edFlilet optne 37 .8 4 5% -.12 59% .46 .38 3.71 NeedFulfillment: Competence edFlilet uooy 11 24 27 5% -.03 55% 2.73 2.49 1.16 NeedFulfillment: Autonomy Cncetoses .8 5 -1 .5* 2* .11 .29** .35** -.13 .52 3.98 Conscientiousness Oens oEprec 35 .2 0 -0 -0 -. -.01 -.02 .02 .62 3.52 Openness Experienceto lwa ok 2 .5 2 7% - 2* .7 .12** .07 .22** -- 78% .28 .15 .28 Flow at Work Pstv fet .2 6 .5 0 .2 4* .6* ( .48** .46** .33** .44** -.02 .02 34% 40% .52 .55 .73 .68 3.54 2.72 Satisfaction Job Affect Positive . N = 114 individuals and 892-1,032 observations. T

sample of size 114 individuals. The standard devia riate).abovecorrelations The the diagonal represe tudy Variables Work do not allow estimating the reliability the of th singleth level-1 and predictors no level-2 predict Within person he correlations below the diagonal represent betwee SD

Applied Psychology

variance% Within person

2 4 6 7 6 5 4 3 2 1 .5 .4* .16** .24** (.85) 2* - .16** -- .23* ragesacross measurement occasions; the coding nt within-individualnt associations (over time) tions weretions computedat the between- ors. The valuesdiagonal on the represent se scores. * p** < p < .05, .01 (two- .60** n-individual associations, computed 9) .46** .92) 10 -.19* (.79) -- -- (.79) -.19* 10

(.90) ------(.90) .18 -.12 (.79) (.79) -.12 .18 .25** .21** .15**

------27

Effects of Flow at Work on Daily Declarative WellB Work Declarative Daily on at Flow of Effects Notes

Table 2 Table2 and the Mediating Role of Need Fulfillment Need Fulfillment of Role Mediating the and individual variance. * p < .05, ** p < .01 (one-tai < p .01 ** <.05, variance. p * individual a centered scores were predictor All standardized). regression of within-individual aseries conducting Flow at Work .12 4.03** .15 4.73** 4.73** 50.16** .15 3.54 4.03** 41.27** .12 2.73 Fulfillment of Need Mediating Role Flow Work at Intercept Effects Main Flow at Work .08 2.37** .11 3.52** 3.52** 50.13** 5. .11 4 3.54 .19 2.37** .15 41.09** 3.05** .08 2.73 2.22* .12 .10 Autonomy Fulfillment: Need Competence Fulfillment: Need Flow Work at Intercept Predictors/Criterion Positive Affect T – Value – T Affect Positive Predictors/Criterion

Accepted poin data daily using 892 were obtained Estimates . Article

led, directional effects). directional led, t the individuals’ means to eliminate between- eliminate to means individuals’ the t all are coefficients HLM in s (the slope eing (Positive Affect and Job Satisfaction) JobSatisfaction) and Affect (Positive eing

ts provided by 114 individuals byindividuals by provided ts 114

Satisfaction Satisfaction Job Job T – Value Value – T .31** .31** 03** 03** 28 Page 28of30 Page 29of30 Effects of Flow at Work on Need Fulfillment and the and Work Need Fulfillment on at Flow of Effects Notes participant’s mean, and the effects of flow at work at of flow effects andthe mean, participant’s

Table 3 Table3 scores on openness to experience. The scores on flo on The scores experience. to scoresopenness on t predicted 2 level at and 1, workat level at flow tailed, directional effects). effects). directional tailed, Model/Criterion Model/Criterion Openness X Flow 1.58 2.76** ------.59 3.71** 6.71** -- -- .06 .27 103.81** .22 -- 3.71 -- 2.76** -- 1.58 -- 1.88* -- 4.74** -.09 .07 1.17 XFlow Conscientiousness -.04 Flow OpennessX Conscientiousness Experience Opennessto Flow Work at Intercept Moderated Model

Acceptedre that HLM in models estimated These . were values Article

he level 1 intercept and beta with individuals’ individuals’ with and beta intercept he1 level

T – Value Value – T are standardized. * are standardized. w at work were centered relative to each each relative to centered w workat were Moderating Role of Personality Traits Traits Personality of Role Moderating gressed competence or autonomy on on or autonomy competence gressed

Need Fulfillment: Fulfillment: Need Competence Competence

p < .05, ** p < .01 (one-< p .01 ** .05, < p

T – Value Value – T 29

Fulfillment Fulfillment

The Moderating Influence of Openness to Experience Experience Opennessto of Influence Moderating The Figure 1 The Moderating Influence of Openness to Experience Experience Opennessto of Influence Moderating The Figure2

Accepted Article

Positive Affect at the end of Work Need Fulfillment: Autonomy 0.0 0.6 1.2 1.8 2.4 2.6 2.8 3.0

on the Effect of Flow on Autonomy Need Autonomy on Flow of Effect the on on the Effect of Flow on Positive Affect Affect Positive on Flow of Effect the on HighOpenness Experience to toOpenness ExperienceHigh

30 Page 30of