20.500.12556/RUL-182425 Formative assessment and emotional trajectories aiding investigation of flow in higher education Flow represents a psychologically optimal state characterized by deep engagement, intrinsic motivation, and a balance between perceived challenge and skill. While formative assessment is known to support self-regulated learning through feedback and reflection, its relationship with students' emotional trajectories toward flow in higher education remains insufficiently explored. This study investigates how formative assessment practices are associated with the development of emotional states consistent with progression toward flow in university mathematics courses. formative assessment co-assessment feedback state of flow higher education formativno ocenjevanje soocenjevanje povratne informacije stanje zanosa visokošolsko izobraževanje true false true Angleški jezik Slovenski jezik Članek v reviji 2026-05-11 13:08:15 2026-05-11 13:08:25 2026-05-12 04:43:31 0000-00-00 00:00:00 2026 0 0 17 str. Vol. 11, art. 1814423 2026 0000-00-00 Zaloznikova Objavljeno apc 0000-00-00 0000-00-00 0000-00-00 378.091.26:51 2504-284X 10.3389/feduc.2026.1814423 277715971 Brezovnik_..._Formative_....pdf Brezovnik_..._Formative_....pdf 1 3F2F635C5DA32ECCCFA2682BC9775B0E 010517742513d7dc20c90f421c8c711622c80c302f8bfbabf84ab49c69e54d2d b7ca00b5-4d29-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233671 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1814423/full#h1 1 6f90d646-4d29-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233670 Fakulteta za strojništvo 0 0 0