Exploring the relationship between flow experience and passive learning resistance in learning German

This study examines the correlation between students’ flow experience and passive resistance to learning in the context of German as a foreign language education. A quantitative, descriptive-correlational research design was employed. Data were collected from 378 high school students enrolled in their second German course, utilizing the Turkish versions of the “Flow Short Form Scale” and the “Passive Resistance to Learning Scale.” Data analysis was conducted using quantitative methods. The findings reveal a weak negative correlation between flow experience and passive resistance to learning. Positive psychological factors such as happiness, enjoyment, interest, perceived necessity of the course, and the student-teacher relationship were found to significantly impact both variables. The study suggests that educators should consider these factors when developing instructional strategies aimed at enhancing flow experiences and reducing passive resistance to learning, ultimately leading to improved educational outcomes.