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.