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 DISCOVER THE SECRET FORMULA FOR LEARNING 490% FASTER, BOOSTING CREATIVITY BY
700%, AND SKYROCKETING PRODUCTIVITY BY 500%—GUARANTEED! UNLOCK THE FLOW STATE TO
CRUSH DISTRACTIONS, SLASH BURNOUT BY 50%, AND SAY GOODBYE TO ANXIETY AND
DEPRESSION—RIGHT HERE, NOW ON THIS VIDEO.

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SCIENTIFIC REFERENCES: 




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 IN JUST 30 MINUTES, AND I’LL SHOW YOU HOW TO HARNESS THE 13 TRAITS OF TOP
PERFORMERS TO CRUSH DISTRACTIONS, CONQUER SELF-DOUBT, DRAMATICALLY REDUCE
STRESS, SUPERCHARGE YOUR HEALTH AND SLEEP, AND BOOST YOUR SUCCESS BY 500% BY
UNLOCKING THE FLOW STATE—GUARANTEED!

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SCIENTIFIC REFERENCES: 



C Wilson Meloncelli and the Mavericks is not endorsed by, sponsored by or
affiliated with any of these organizations

University of Chicago

   – Csikszentmihalyi, M. (1975). *Beyond Boredom and Anxiety: Experiencing Flow
in Work and Play. San Francisco: Jossey-Bass.

   – Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and
leisure. Journal of Personality and Social Psychology, 56*(5), 815-822.

Claremont Graduate University

   – Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In
C. R. Snyder & S. J. Lopez (Eds.), *Oxford Handbook of Positive Psychology (2nd
ed., pp. 195-206). New York: Oxford University Press.

   – Csikszentmihalyi, M., & Nakamura, J. (2010). Effortless attention in
everyday life: A systematic phenomenology. In B. Bruya (Ed.), Effortless
Attention: A New Perspective in the Cognitive Science of Attention and Action*
(pp. 179-189). MIT Press.

Stanford University

   – Keller, J., & Bless, H. (2008). Flow and regulatory compatibility: An
experimental approach to the flow model of intrinsic motivation. *Personality
and Social Psychology Bulletin, 34(2), 196-209.

   – Jin, S. A. A. (2012). “Flow” in video games: A meta-synthesis.
Communication Theory, 22(4), 343-367. (Research affiliated with Stanford’s HCI
group).

Harvard University

   – Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S.
(2003). Student engagement in high school classrooms from the perspective of
flow theory. School Psychology Quarterly, 18(2), 158-176.

   – Hunter, J. P., & Csikszentmihalyi, M. (2003). The positive psychology of
interested adolescents. Journal of Youth and Adolescence, 32(1), 27-35.
(Although Csikszentmihalyi was at Claremont Graduate University, this study was
conducted in collaboration with researchers at Harvard).

University of California, Berkeley

   – Dietrich, A. (2004). Neurocognitive mechanisms underlying the experience of
flow. Consciousness and Cognition, 13(4), 746-761.

   – Raichle, M. E. (2009). A paradigm shift in functional brain imaging. The
Journal of Neuroscience, 29(41),  (Research on the Default Mode Network and its
relation to flow states).

University of Pennsylvania

   – Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of flow in
everyday life: Toward a theory of emergent motivation. In J. E. Jacobs (Ed.),
Nebraska Symposium on Motivation, 1992: Developmental Perspectives on Motivation
(pp. 57-97). Lincoln, NE: University of Nebraska Press.

   – Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An
introduction. American Psychologist, 55(1), 5-14.

University of Oxford

   – Jackson, S. A., & Eklund, R. C. (2004). The flow scales manual. Morgantown,
WV: Fitness Information Technology. (Work affiliated with visiting scholars at
the University of Oxford).

   – Koehn, S., Morris, T., & Watt, A. P. (2013). Flow state in self-paced and
externally-paced performance contexts: An examination of the flow model.
Psychology of Sport and Exercise, 14*(6), 787-795.

University of Cambridge

   – Engeser, S., & Rheinberg, F. (2008). Flow, performance and moderators of
challenge-skill balance. Motivation and Emotion, 32(3), 158-172. (This study
involved collaboration with researchers at Cambridge).

   – MacDonald, R., Byrne, C., & Carlton, L. (2006). Creativity and flow in
musical composition: An empirical investigation. *Psychology of Music, 34*(3),
292-306.

University of Melbourne

   – Jackson, S. A. (1995). Factors influencing the occurrence of flow in elite
athletes. Journal of Applied Sport Psychology, 7(2), 138-166.

   – Bakker, A. B. (2005). Flow among music teachers and their students: The
crossover of peak experiences. Journal of Vocational Behavior, 66(1), 26-44.

University of Toronto

   – 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 of Sport and Exercise Psychology, 30(5), 561-587.

   – Chen, J., & Wigfield, A. (2007). Interplay of motivation and cognitive
engagement in academic learning. *Educational Psychologist, 42*(3), 189-206.
(Study affiliated with visiting researchers at the University of Toronto).

 

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