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Flow in instrumental improvisation : task constraints and their connection to students’ personality, musical skills, and self-regulation

Jo Stijnen, Filip Verneert (UGent) , Luc Nijs (UGent) and Peter Van Petegem
(2026) PSYCHOLOGY OF MUSIC.
Author
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Abstract
This study investigated the effect of task constraints on the flow experience of novice improvisers and the mediating effects of personality, musical skills, and self-regulation. In addition, we aimed to identify the environmental factors that are most indicative of flow in improvisational learning. Intermediate-level instrument students (N = 111) participated in a quasi-experiment with repeated measures during regular class hours. The students assessed their flow experience after each of the four improvisation tasks, which differed only in two types of constraints: the degree of improvisational freedom and the amount of preparation time given. Student characteristics were measured using self-administered questionnaires and teacher assessments. Hierarchical linear modeling analysis revealed significantly higher flow states under conditions with low constraints (free improvisation and preparation time). For highly self-regulated students, the negative influence of a task with high constraints on the flow experience was limited. The type of improvisation task and experience with improvisation were the best predictors of flow, followed by openness to experience, self-regulation, and class group. These results support a more process-oriented approach to teaching improvisation, in which students gain experience in improvisation through selected tasks integrated with developing self-regulation skills.
Keywords
improvisation, flow, self-regulation, skill, task constraint, JAZZ, SCHOOL, PERFORMANCE, CREATIVITY, COMPONENTS, FRAMEWORK, EDUCATION, THINKING

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MLA
Stijnen, Jo, et al. “Flow in Instrumental Improvisation : Task Constraints and Their Connection to Students’ Personality, Musical Skills, and Self-Regulation.” PSYCHOLOGY OF MUSIC, 2026, doi:10.1177/03057356261426478.
APA
Stijnen, J., Verneert, F., Nijs, L., & Van Petegem, P. (2026). Flow in instrumental improvisation : task constraints and their connection to students’ personality, musical skills, and self-regulation. PSYCHOLOGY OF MUSIC. https://doi.org/10.1177/03057356261426478
Chicago author-date
Stijnen, Jo, Filip Verneert, Luc Nijs, and Peter Van Petegem. 2026. “Flow in Instrumental Improvisation : Task Constraints and Their Connection to Students’ Personality, Musical Skills, and Self-Regulation.” PSYCHOLOGY OF MUSIC. https://doi.org/10.1177/03057356261426478.
Chicago author-date (all authors)
Stijnen, Jo, Filip Verneert, Luc Nijs, and Peter Van Petegem. 2026. “Flow in Instrumental Improvisation : Task Constraints and Their Connection to Students’ Personality, Musical Skills, and Self-Regulation.” PSYCHOLOGY OF MUSIC. doi:10.1177/03057356261426478.
Vancouver
1.
Stijnen J, Verneert F, Nijs L, Van Petegem P. Flow in instrumental improvisation : task constraints and their connection to students’ personality, musical skills, and self-regulation. PSYCHOLOGY OF MUSIC. 2026;
IEEE
[1]
J. Stijnen, F. Verneert, L. Nijs, and P. Van Petegem, “Flow in instrumental improvisation : task constraints and their connection to students’ personality, musical skills, and self-regulation,” PSYCHOLOGY OF MUSIC, 2026.
@article{01KPZ9NCADYA1XEC1XRKYPNNBC,
  abstract     = {{This study investigated the effect of task constraints on the flow experience of novice improvisers and the mediating effects of personality, musical skills, and self-regulation. In addition, we aimed to identify the environmental factors that are most indicative of flow in improvisational learning. Intermediate-level instrument students (N = 111) participated in a quasi-experiment with repeated measures during regular class hours. The students assessed their flow experience after each of the four improvisation tasks, which differed only in two types of constraints: the degree of improvisational freedom and the amount of preparation time given. Student characteristics were measured using self-administered questionnaires and teacher assessments. Hierarchical linear modeling analysis revealed significantly higher flow states under conditions with low constraints (free improvisation and preparation time). For highly self-regulated students, the negative influence of a task with high constraints on the flow experience was limited. The type of improvisation task and experience with improvisation were the best predictors of flow, followed by openness to experience, self-regulation, and class group. These results support a more process-oriented approach to teaching improvisation, in which students gain experience in improvisation through selected tasks integrated with developing self-regulation skills.}},
  articleno    = {{03057356261426478}},
  author       = {{Stijnen, Jo and Verneert, Filip and Nijs, Luc and Van Petegem, Peter}},
  issn         = {{0305-7356}},
  journal      = {{PSYCHOLOGY OF MUSIC}},
  keywords     = {{improvisation,flow,self-regulation,skill,task constraint,JAZZ,SCHOOL,PERFORMANCE,CREATIVITY,COMPONENTS,FRAMEWORK,EDUCATION,THINKING}},
  language     = {{eng}},
  pages        = {{24}},
  title        = {{Flow in instrumental improvisation : task constraints and their connection to students’ personality, musical skills, and self-regulation}},
  url          = {{http://doi.org/10.1177/03057356261426478}},
  year         = {{2026}},
}
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