26. Ross S.R., Keiser H.N. Autotelic personality through a five-factor lens: Individual differences in flow- propensity // Personality and Individual Differences. 2014. Vol. 59. P 3--8.
27. Ryan R.M., Deci E.L. Intrinsic and extrinsic motivations: Classic definitions and new directions // Contemporary educational psychology. 2000. Vol. 25. No. 1. P 54--67.
28. Schuler J., Brandstatter V. How basic need satisfaction and dispositional motives interact in predicting flow experience in sport // Journal ofApplied Social Psychology. 2013. Vol. 43. No. 4. P 687--705.
29. Schьler J. et al. Do Some People Need Autonomy More Than Others? Implicit Dispositions Toward Autonomy Moderate the Effects of Felt Autonomy on Well - Being // Journal of Personality. 2014. Vol. 84. No. 1. P 5--20. doi: 10.22363/2313-1683-2017-14-4: 10.1111/jopy 12133
30. Shernoff D.J., Csikszentmihalyi M. Cultivating engaged learners and optimal learning environments // Handbook of positive psychology in schools. 2009. P 131--145.
31. Stormoen S. et al. High school physical education: What contributes to the experience of flow? // European Physical Education Review. 2016. Vol. 22. No. 3. P 355--371.
32. Ullen F., Manzano Ц. de, Almeida R., Magnusson P.K., Pedersen N.L., Nakamura J., CsikszentmihalyiM., Madison G. Proneness for psychological flow in everyday life: Associations with personality and intelligence // Personality and Individual Differences. 2012. Vol. 52. No. 2. P 167--172.
33. Ullen F, Harmat L, Theorell T, & Madison G. Flow and individual differences--a phenotypic analysis of data from more than 10,000 twin individuals // Flow Experience. Springer, Cham, 2016. P 267-- 288.
34. Waterman A.S., Schwartz S.J., Goldbacher E, Green H, Miller C., Philip S. Predicting the Subjective Experience of Intrinsic Motivation: The Roles of Self- Determination, the Balance of Challenges and Skills, and Self-Realization Values // Personal and Social Psychology Bulletin. 2003. Vol. 29. No. 11. P 1447--1458. doi: 10.22363/2313-1683-2017-14-4: 10.1177/0146167203256907
35. REFERENCES
36. Basom, M.R., & Frase, L. (2004). Creating optimal work environments: Exploring teacher flow experiences. Mentoring & Tutoring: Partnership in Learning, 12(2), 241--258. doi: 10.22363/23131683-2017-14-4: 10.1080/1361126042000239965
37. Beard, K.S. (2015). Theoretically Speaking: An Interview with Mihaly Csikszentmihalyi on Flow Theory Development and Its Usefulness in Addressing Contemporary Challenges in Education. Educational Psychology Review, 27(2), 353. doi: 10.22363/2313-1683-2017-14-4: 10.1007/s10648- 014-9291-1
38. Csikszentmihalyi, M., & Csikszentmihalyi, I. (1988). Optimal Experience. Psychological Studies of Flow in Consciousness. Cambridge: Cambridge Univ Press.
39. Datu, J.A.D., & Mateo, N.J. (2016). Perceived Autonomy Support Moderates the Relations Between Counseling Self-Efficacy and Flow Among Filipino Counselors. Current Psychology, 35(1), 69--76.
40. Dietrich, A. (2004). Neurocognitive Mechanism Underlying the Experience of Flow Consciousness and Cognition, 13, 746--761. doi: 10.22363/2313-1683-2017-14-4: 10.1016/j.concog.2004.07.002
41. Fagerlind, A.C., Gustavsson, M., Johansson, G., & Ekberg, K. (2013). Experience of Work-Related Flow: Does High Decision Latitude Enhance Benefits Gained from Job Resources? Journal of Vocational Behavior, 83(2), 161--170.
42. Gordeeva, T.O. (2015). Psychology of achievement motivation. Moscow: Smysl Publ. (In Russ.).
43. Gordeeva T.O., Sychev O.A., & Osin E.N. (2014). "Academic motivation scales" questionnaire. PsikhologicheskiiZhurnal, 35(4), 96--107. (In Russ).
44. Gordeyeva, T.O. & Sychev, O.A. (2015). Intellect, motivation and coping- stratgies as a condition for a school students' academic achievement. Voprosy Psikhologii, (1), 15--26. (In Russ).
45. Heller, K., Bullerjahn, C., & Georgi, Von, R. (2015). The Relationship between Personality Traits, Flow-Experience, and Different Aspects of Practice Behavior ofAmateur Vocal Students. Frontiers in Psychology, 6(853), 112--15. doi: 10.22363/2313-1683-2017-14-4: 10.3389/fpsyg.2015.01901
46. Jackson, S.A., Martin, A.J., & Eklund, R.C. (2008). Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new brief counterparts. Journal ofSport and Exercise Psychology, 30(5), 561--587.
47. Jackson, S.A., & Eklund, R.C. (2004). The Flow Scales Manual. Morgantown: Publishers Graphics.
48. Keller, J., & Herbert, B. (2008). Flow and Regulatory Compatibility: An Experimental Approach to the Flow Model of Intrinsic Motivation. Personality and Social Psychology Bulletin, 34(2), 196--209. doi: 10.22363/2313-1683-2017-14-4: 10.1177/0146167207310026
49. Latham, G.P., & Seijts, G.H. (1999). The Effects of Proximal and Distills Goals on Performance on a Moderately Complex Task. Journal on Organizational Behavior, 20(4), 421--429. doi: 10.22363/2313-1683-2017-14-4: 10.1002/(SICI)1099-1379(199907)20:4<421::AID- JOB896>3.0.CO;2-#
50. Lee, E. (2005). The Relationship of Motivation and Flow Experience to Academic Procrastination in University Students. The Journal of Genetic Psychology, 166(1), 5--14. doi: 10.22363/2313-16832017-14-4: 10.3200/GNTP.166.1.5-15
51. Lipartiani, M.M. (2013). Sravnitel'nyy analiz "opyta potoka"vrazlichnykh vidakh deyatel'nosti. Graduate work. Moscow: MSU. (In Russ).
52. McQuillan, J., & Conde, G. (1996). The Condition of Flow in Reading: Two Studies of Optimal Experience. Reading Psychology, 17(2), 109--135. doi: 10.22363/2313-1683-2017-144:10.1080/0270271960170201
53. Moller, A.C., & Elliot, A.J. (2006). The 2 2 achievement goal framework: An overview of empirical research. In A. Mittel (Ed.). Focus on educational psychology (pp. 307--326). New York: Nova Science.
54. Moon, Y.J., Kim, WG., & Armstrong D.J. (2014). Exploring Neuroticism and Extraversion in Flow and User Generated Content Consumption. Information & Management, 51(3), 347--358.
55. Nutten, J.R. (2004). Motivation, action and future perspective. Moscow: Smysl Publ. (In Russ).
56. Quinn, R.W (2005). Flow in Knowledge Work: High Performance Experience in the Design ofNational Security Technology. Administrative Science Quarterly, 50, 610--41. doi: 10.22363/2313-16832017-14-4: 10.2189/asqu.50.4.610
57. Raygorodskiy, D. Ya. (2006). Prakticheskayapsikhodiagnostika. Metodiki i testy. Samara: BAKHRAM-M Publ. (In Russ).
58. Rich, G. (2016 a). Flow and Optimal Experience: Methodological Implications for Internationalizing and Contextualizing a Positive Psychology Concept. Part 1. RUDN Journal of Psychology and Pedagigics, (2), 7--18.
59. Rich, G. (2016 b). Flow and Optimal Experience: Methodological Implications for Internationalizing and Contextualizing a Positive Psychology Concept Part 2. RUDN Journal of Psychology and Pedagigics, (3), 7--13.
60. Ross, S.R., & Keiser, H.N. (2014). Autotelic Personality Through a Five-Factor Lens: Individual Differences in Flow-Propensity. Personality and Individual Differences, (59), 3--8.
61. Ryan, R.M., & Deci, E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54--67.
62. Savelieva, D.I. (2016). Feedback as One ofthe Conditions ofthe Flow Regime in Education. Acmeology, (4), 213--218. (In Russ).
63. Schьler, J., & Brandstдtter, V (2013). How Basic Need Satisfaction and Dispositional Motives Interact in Predicting Flow Experience in Sport. Journal of Applied Social Psychology, 43(4), 687--705.
64. Schьler, J., Sheldon, K.M., Prentice, M., & Halusic, M. (2014). Do Some People Need Autonomy More Than Others? Implicit Dispositions Toward Autonomy Moderate the Effects of Felt Autonomy on Well - Being. Journalofpersonality, 84(1), 5--20. doi: 10.22363/2313-1683-2017-14-4: 10.1111/ jopy. 12133
65. Shernoff D.J., & Csikszentmihalyi M. (2009). Cultivating Engaged Learners and Optimal Learning Environments. In M.J. Furlong, R. Gilman, & E.S. Huebner (Eds.). Handbook of Positive Psychology in Schools (pp. 131--145). London: Routledge.
66. Ulle n F., Manzano Ц. de, Almeida R., Magnusson PK., Pedersen N.L., Nakamura J., Csikszentmihalyi M., Madison G. (2012). Proneness for Psychological Flow in Everyday Life: ASSOCIATIONS with Personality and Intelligence. Personality and Individual Differences, 52(2), 167--172.
67. Ullen, F., Harmat, L., Theorell, T., & Madison, G. (2016). Flow and Individual Differences - a Phenotypic Analysis of Data from more than 10,000 Twin Individuals. In F. 0rsted Andersen, F Ullen, J. Wright, & G. Sadlo (Eds.). Flow Expirience (pp. 267--288). Springer, Cham.
68. Waterman A.S., Schwartz S.J., Goldbacher E., Green H., Miller C., Philip S. (2003). Predicting the Subjective Experience of Intrinsic Motivation: The Roles of Self-Determination, the Balance of Challenges and Skills, and Self-Realization Values. Personal and Social Psychology Bulletin, 29(11), 1447--1458. doi: 10.22363/2313-1683-2017-14-4: 10.1177/0146167203256907