K Rathunde
Biographic Data
| ID | 43268 |
|---|---|
| NAME | K Rathunde |
| GIVEN NAMES | K |
| FAMILY NAME | Rathunde |
| SIGNATURE | RATHUNDE K |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0002-5173-4077 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Flow and Abiding Interest: An Experiential Perspective on Identity Maintenance and Development in Later Life
Engaging Parents About the Importance of Play: The Impact of a Brief, Arts‐Informed Community Presentation
Objective This study evaluated the effectiveness of an arts‐informed approach to parent education using a 50‐minute, arts‐informed parent education presentation that integrated the creative arts (e.g., film, photography, music, dance, and design). The focus of the arts‐informed program was to communicate more effectively about the importance of play for child and adult development. Background Arts‐informed or arts‐based educational approaches hav…
Incorporating the creative arts in an educational presentation about play: A Novel Strategy for Enhancing Communication and Engagement With Parents
To engage parents more fully and enhance communication with them about the benefits of play, as well as the importance of play in their own lives, a novel strategy of incorporating the creative arts in a multimedia presentation was adopted. The 50-minute presentation, called ThroughPlay, relied on collaborations with local artists and used the creative arts to help translate ideas about play in more emotionally compelling ways. This article is or…
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., th…
Family Context and the Development of Undivided Interest: A Longitudinal Study of Family Support and Challenge and Adolescents' Quality of Experience
Adolescents' perceptions of family support and challenge, and their quality of subjective experience and interest, were investigated over a 2-year period in a national sample of adolescents (Grades 6-12). In Years 1 and 3 of the study, 247 adolescents with diverse socioeconomic and ethnic backgrounds responded to the Experience Sampling Method and completed questionnaires that contained items on family support and challenge. The main findings sho…
Toward a Psychology of Optimal Human Functioning: What Positive Psychology Can Learn from the “Experiential Turns” of James, Dewey, and Maslow
Past perspectives on optimal functioning and experience are discussed to inform current epistemological debates in humanistic and positive psychology. It is suggested that William James, John Dewey, and Abraham Maslow initiated “experiential turns” in American psychology, or turns toward immediate subjective experience, to explore questions about what makes life fulfilling and meaningful. Furthermore, these turns toward subjectivity were grounded…
Parent–Adolescent Interaction and Optimal Experience
The Organization of Energy in Play and Work: Dewey's Philosophy of Experience and the Everyday Lives of Teenagers
This article examines Dewey's philosophy of experience in order to: 1) evaluate the positions of segmentation and holism in regards to the roles of play and work in everyday life; and 2) generate a model that can be used to investigate the daily lives of teenagers. Dewey's experiential analysis suggests how play and work can be distinguished without losing sight of the essential qualities that both activities share (i.e. spontaneity and goal-dire…
Undivided interest and the growth of talent: A longitudinal study of adolescents
Toward a Psychology of Optimal Human Functioning: What Positive Psychology Can Learn from the “Experiential Turns” of James, Dewey, and Maslow
Past perspectives on optimal functioning and experience are discussed to inform current epistemological debates in humanistic and positive psychology. It is suggested that William James, John Dewey, and Abraham Maslow initiated “experiential turns” in American psychology, or turns toward immediate subjective experience, to explore questions about what makes life fulfilling and meaningful. Furthermore, these turns toward subjectivity were grounded…
Undivided interest and the growth of talent: A longitudinal study of adolescents
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., th…
Parent–Adolescent Interaction and Optimal Experience
The Organization of Energy in Play and Work: Dewey's Philosophy of Experience and the Everyday Lives of Teenagers
This article examines Dewey's philosophy of experience in order to: 1) evaluate the positions of segmentation and holism in regards to the roles of play and work in everyday life; and 2) generate a model that can be used to investigate the daily lives of teenagers. Dewey's experiential analysis suggests how play and work can be distinguished without losing sight of the essential qualities that both activities share (i.e. spontaneity and goal-dire…
Undivided interest and the growth of talent: A longitudinal study of adolescents
Parent–Adolescent Interaction and Optimal Experience
Family Context and the Development of Undivided Interest: A Longitudinal Study of Family Support and Challenge and Adolescents' Quality of Experience
Adolescents' perceptions of family support and challenge, and their quality of subjective experience and interest, were investigated over a 2-year period in a national sample of adolescents (Grades 6-12). In Years 1 and 3 of the study, 247 adolescents with diverse socioeconomic and ethnic backgrounds responded to the Experience Sampling Method and completed questionnaires that contained items on family support and challenge. The main findings sho…
Toward a Psychology of Optimal Human Functioning: What Positive Psychology Can Learn from the “Experiential Turns” of James, Dewey, and Maslow
Past perspectives on optimal functioning and experience are discussed to inform current epistemological debates in humanistic and positive psychology. It is suggested that William James, John Dewey, and Abraham Maslow initiated “experiential turns” in American psychology, or turns toward immediate subjective experience, to explore questions about what makes life fulfilling and meaningful. Furthermore, these turns toward subjectivity were grounded…
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., th…
Engaging Parents About the Importance of Play: The Impact of a Brief, Arts‐Informed Community Presentation
Objective This study evaluated the effectiveness of an arts‐informed approach to parent education using a 50‐minute, arts‐informed parent education presentation that integrated the creative arts (e.g., film, photography, music, dance, and design). The focus of the arts‐informed program was to communicate more effectively about the importance of play for child and adult development. Background Arts‐informed or arts‐based educational approaches hav…
Incorporating the creative arts in an educational presentation about play: A Novel Strategy for Enhancing Communication and Engagement With Parents
To engage parents more fully and enhance communication with them about the benefits of play, as well as the importance of play in their own lives, a novel strategy of incorporating the creative arts in a multimedia presentation was adopted. The 50-minute presentation, called ThroughPlay, relied on collaborations with local artists and used the creative arts to help translate ideas about play in more emotionally compelling ways. This article is or…
Flow and Abiding Interest: An Experiential Perspective on Identity Maintenance and Development in Later Life
Psychology (9 works) · Pedagogy (7 works) · Social Psychology (7 works) · Experiential learning (5 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Experience sampling method (4 works) · Medicine (4 works) · Aesthetics (2 works) · Arts in education (2 works)