Beyond cognitive outcomes, inquiry instruction can have positive general and differentiated affective outcomes. In this exploratory study, teacher-nominated high- to low-average achievers in Grades 5 through 9 (N = 272, mean age 11.7 years), in classrooms exhibiting rare, occasional, and frequent inquiry qualities, were assessed on Csikszentmihalyi’s construct of flow, following a recent unit and reflecting on their favorite subject. We focused on flow because it addresses education and life in general, and flow and inquiry invoke challenge and persistence. Interviews complemented these data. High-achieving participants reported most flow in inquiry and in their favorite subjects; in both situations, they could participate in determining the content. All students reported greater flow in inquiry-based activities and environments, and in their favorite subjects versus recent units. All preferred challenging over easy work although for different reasons. All highlighted feeling able to succeed and interest in an activity to experience flow.

中文翻译：

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流程、成就水平和基于探究的学习

除了认知结果，探究教学可以产生积极的一般和差异化的情感结果。在这项探索性研究中，教师提名的 5 至 9 年级（N = 272，平均年龄 11.7 岁）在表现出罕见、偶尔和频繁探究品质的课堂中，根据 Csikszentmihalyi 的心流结构进行评估，关注最近的一个单元并反思他们最喜欢的主题。我们专注于心流，因为它涉及教育和生活，而心流和探究则唤起挑战和坚持。访谈补充了这些数据。成绩优异的参与者表示在探究和他们最喜欢的科目中最流畅；在这两种情况下，他们都可以参与确定内容。所有学生都报告说，在基于探究的活动和环境中流动性更大，以及他们最喜欢的科目与最近的单元。尽管出于不同的原因，所有人都更喜欢挑战而不是轻松的工作。所有突出的感觉能够成功和对体验流动的活动感兴趣。