Discover the Secret Formula for Learning 490% Faster, Boosting Creativity by 700%, and Skyrocketing Productivity by 500%—Guaranteed! Unlock the Flow State to Crush Distractions, Slash Burnout by 50%, and Say Goodbye to Anxiety and Depression—Right Here, Now On This Video.
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.
Scientific References:
C Wilson Meloncelli and the Mavericks is not endorsed by, sponsored by or affiliated with any of these organizations. Please see footer for studies.
In Just 30 Minutes, and I’ll Show You How to Harness the 13 Traits of Top Performers to Crush Distractions, Conquer Self-Doubt, Dramatically Reduce Stress, Supercharge Your Health and Sleep, and Boost Your Success by 500% by Unlocking the Flow State—Guaranteed!
Claim your FREE 1-1 Flow State Strategy Call and we’ll help you get clarity on how to unlock your flow.
Scientific References:
C Wilson Meloncelli and the Mavericks is not endorsed by, sponsored by or affiliated with any of these organizations
University of Chicago
– 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).
University of Pennsylvania
– 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).
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