Unlock the Proven Secrets to 490% Faster Learning, 700% More Creativity, and 500% Boost in Productivity! Eliminate Distractions, Reduce Burnout by 50%, and Conquer Anxiety for FREE!
Get This FREE FLOW STATE Video Series and a Free 1-on-1 Strategy Call (Valued at $500)!
490% Faster Learning: Research from the U.S. Department of Defense revealed that individuals in a flow state learn new skills 490% faster than those outside of it. Imagine how quickly you can master new techniques and knowledge!
700% Boost in Creativity: A study by the Flow Genome Project found that people in flow can experience up to a 700% increase in creativity. Unlock the creative potential you never knew you had!
500% Increase in Productivity: Over a 10-year period, McKinsey discovered that individuals regularly accessing flow states were 500% more productive. Imagine getting 5 times more done in less time—without feeling burnt out!
50% Reduction in Mind-Wandering: A University of Sydney study found that flow reduces mind-wandering by 50%. Imagine staying fully engaged and clear-headed in every moment, ready to tackle any challenge.
50% Lower Burnout Risk: Research on workplace environments shows that flow can lower burnout risk by up to 50%. This means greater job satisfaction and stronger resilience, even in high-stress situations.
15-25% Reduction in Anxiety and Depression: Flow has been linked to a 15-25% decrease in symptoms of anxiety and depression. Feel more in control and accomplished, and enhance your mental health through regular flow experiences.
Unlock the Secrets to Flow and Unleash Your Full Potential!
In this exclusive, FREE video series, you’ll discover how to regulate your nervous system with HRV, master sleep cycles for optimal flow, and align your day with powerful dopaminergic and serotonergic phases.
Learn breathing techniques and focus strategies that are custom-built for entering flow, so you can crush distractions, stay locked into the present moment, and achieve extraordinary results.
Don’t miss out—grab these transformative insights and start mastering your flow state today!
Scientific References. C Wilson Meloncelli and the Mavericks is not endorsed by, sponsored by or affiliated with any of these organizations
– 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).
– 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).
© 2024 C Wilson Meloncelli