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A Study on the Effects of Embodied and Cognitive Interventions on Adolescents' Flow Experience and Cognitive Patterns
Chujie Liang1, Jiahao Zhi1, Cong Su1
1Department of Psychology, School of Education, Guangzhou University, Guangzhou 510006, China.
None:
This study investigates the effects of embodied (breathing exercises) and cognitive interventions on adolescents' flow experience and cognition patterns. Using a mixed-methods design, 303 vocational high school students were assigned to three groups: Embodied Task Group (N = 108), Cognitive Task Group (N = 100), and Mental Health Course Group (N = 95). Experiment 1 employed a 3×2 Multivariate Analysis of Covariance (MANCOVA) design to compare flow experience dimensions, while Experiment 2 used Epistemic Network Analysis (ENA) to analyze diary entries. Results showed that the Embodied Task Group outperformed the Cognitive Task Group in "Unambiguous Feedback" (ηp2 = 0.01, a small effect) and had higher "Transformation of Time" (ηp2 = 0.01, a small effect) than the Mental Health Course Group. ENA revealed that the Embodied Group developed stronger body-environment interaction patterns, shifting cognition pattern from psychological evaluations to dynamic bodily processes over time. Conversely, the Cognitive Task Group maintained event-focused cognition with weaker mind-body integration. Findings highlight breathing exercises' potential to enhance flow experience through embodied awareness and multisensory processing, offering practical implications for mental health education by promoting embodied learning tasks to foster flow experience.
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