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Motivacija - flow

Motivacija: Flow kao najbolja metoda za uspjeh

Kata Živković5 min čitanja

Sigurno ste puno puta čuli izreke kao: Sanjaj velike stvari, Preokreni svoj život naglavačke, Nova godina, nova ja. Ipak, u praksi se pokazalo da to nije toliko jednostavno. Motivacija je zeznuta stvar. Lako je donijeti odluke, ali biti dosljedan i motiviran, malo teže.

Sanjati velike stvari? Apsolutno, ali korak po korak. Evo i kako.



Ustrajnost ovisi o težini izazova


Čovjek je zaustavio glazbenika koji je svirao na ulicama New Yorka i pitao ga kako da dođe do Carnegie Hall-a. “Vježbaj, prijatelju, samo vježbaj”, odgovorio mu je. 

Svi smo mi donijeli različite odluke od kojih smo nakon nekog vremena odustali jer nam je nedostajala motivacija. Možda je to zbog osjećaja frustracije jer nikako nismo uspijevali ostvariti značajne rezultate. Smršaviti 10 kg, početi se buditi jako rano ujutro, prestati pušiti?

A možda i zbog toga što nam je odluka da nešto odradimo bila toliko dosadna da smo se jedva natjerali da krenemo. Odgovoriti na dosadan email, krenuti s izradom izvješća ili bilo što treće na što ti padne mrak na oči pri samoj pomisli? 

Kako učiniti odluke i ciljeve dovoljno izazovnima da nam a) ne stvaraju frustraciju i anksioznost i b) ne učine da umremo od dosade i izgubimo motivaciju?

Rješenje se nalazi u metodi zvanoj Flow. 



Što je to Flow?


Flow je ideja potpune uronjenosti i koncentracije. To je fokusiranost na ono što je jedino stvarno - a to je sada ili, u kontekstu upravljanja vremenom, zadatak koji imamo pred sobom. 

Ideja zapravo potječe još ranije nego što ju je popularizirao Mihaly Csikszentmihalyi u knjizi “Flow: temelji pozitivne psihologije.” Nalazimo je već kod Stoika i filozofske škole života utemeljene na vrlinama, mentalnoj otpornosti i čvrstoći, nenavezanosti i samokontroli.  



Kako zadržati motivaciju?


U jednom eksperimentu provedenom na Sveučilištu Duke, sveučilišni sportaši su zamoljeni da trče oko staze i, kada im se signalizira, priđu što bliže cilju udaljenom 200 metara u roku od 10 sekundi. Svi trkači su znali, jednostavno gledajući udaljenost koju su trebali prijeći, da je cilj apsurdan.

Nitko nikada nije pretrčao ni blizu 200 metara u 10 sekundi. 

Atletičari su u sprintu u prosjeku dosegli 59,6 metara. Nekoliko dana kasnije, isti su sudionici dobili isti zadatak, ali ovaj put je cilj bio samo 100 metara. Cilj je i dalje bio odvažan, ali je bio u domeni mogućnosti. (Usain Bolt je 2009. trčao 100 metara za 9,58 sekundi.) Tijekom ovog ispitivanja trkači su u prosjeku uspjeli prijeći 63,1 metar za 10 sekundi, a to je velika razlika. (Duggih, 2016)

Dakle, Flow bi se, u kontekstu upravljanja vremenom, odnosio na zadatak koji nam je dovoljno izazovan, vrijedan, da dok ga radimo nismo svjesni ničega oko sebe. Toliko smo uronjeni da pomičemo svoje granice do maksimuma. Na taj način motivacija ne nestaje.


Dosada
Dosada



Taj zadatak ne smije biti previše izazovan da nam ne stvori osjećaj bespomoćnosti i anksioznosti. Ujedno, ne smije biti ni previše jednostavan jer nam stvara osjećaj dosade. Samim time, ne predstavlja nikakav izazov koji bi održavao našu motivaciju.

Csikszentmihalyi u knjizi “Flow; temelji pozitivne psihologije” daje primjer s indijanskim plemenom koje bi postavilo svoje šatore na mjestu na kojem bi imali sve uvjete za život: plodno tlo, hranu, mir, ali bi poglavice odlučile da se svakih 25 do 30 godina sele kako bi uvijek istraživali i odolijevali novim izazovima. 

Najveća količina nezadovoljstva proizlazi iz osjećaja beskorisnosti i nemogućnosti za napretkom. Apatija nastaje kada ne nailazimo ni na kakve izazove koji pomiču naše granice i kada ni u čemu ne pronalazimo smisao ni motivaciju. 



Kako postići Flow


Kako bi ostvarenje naših ciljeva zaista i bilo uspješno, naš cilj mora biti dovoljno, ali ne i previše izazovan. Steven Kotler u knjizi “The Art of Impossible: A Peak Performance Primer” predstavlja pravilo pod nazivom 4%.  

Prema istraživanjima koja iznosi u knjizi, pokazalo se da izazov ili cilj koji želimo postići za početak mora biti najmanje 4% iznad razine naših trenutno razvijenih vještina. Kada je cilj dovoljno, a ne pretjerano izazovan, motivacija ostaje.

Na primjer, ako kao konačan cilj imamo pretrčati 5 km u 20 min, a do sada smo ih pretrčali u 30 min, cilj trebamo razlomiti na manje dijelove. Tako ćemo za početak pokušati pretrčati 5 km za malo ispod 29 minuta. Kada to savladamo s lakoćom, tih 29 minuta, smanjujemo za još 4% i polagano pomičemo svoje granice do željenog cilja. U tome nam mogu pomoći SMART ciljevi. 

Sklonost riziku i otvorenosti prema novim izazovima u određenoj mjeri ovise i o našim osobinama ličnosti.

Često krećemo s postavljanjem prevelikih ciljeva i donosimo velike odluke, koje su nam toliko izazovne da nam stvaraju frustraciju jer ne uspijevamo. Razlog tome je što se naše navike teško mijenjaju. Pravilo 4% korisna je metoda pomoću koje možemo uspjeti. 

Također, mi ljudi težimo ugodnosti, pa nekada volimo i ostati u sigurnoj zoni i ne pomicati svoje granice. Poznata je izreka:

Ako si najpametniji u prostoriji, u krivoj si prostoriji. 


Dakle, pomicanje granica je poželjno kako bismo se osjećali motiviranima i samopouzdanima, ali pametno i korak po korak kako motivacija ne bi prebrzo isparila! 

Ustrajati nije lako, ali je mudro osloniti se na alate i metode koji su nam pri ruci. Flow, pravilo 4% i SMART metoda koja će nam pomoći ostvariti velike ciljeve koje imamo i voilà!


__________________

Ako želiš razviti praktične vještine potrebne za povećanje produktivnosti , ovladati raznim tehnikama upravljanja vremenom i savladati prepreke koje ti smetaju u ostvarenju ciljeva, na pravom si mjestu.

Pretplati se na naše edukacije i uspješno ostvari sve svoje ciljeve!

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More Than Money: Why Financial Literacy Is a Democratic Competence

Reflections from the Financial and Economic Literacy NECE Lab, Vienna, 27–28 April 2026 When we talk about financial literacy, most people picture budgeting apps, savings accounts, and the fine print on a loan agreement. Useful things, but a narrow picture. Increasingly, educators, researchers, and policymakers across Europe are making a bigger claim: understanding money is not only a personal survival skill. It is a foundation of active citizenship and democratic resilience. That claim was the beating heart of the Financial and Economic Literacy NECE Lab in Vienna, a two-day gathering hosted by THE CIVICS Innovation Hub together with Znanje na djelu and the Erste Financial Life Park (FLiP), with the support of ERSTE Foundation. We were proud to be part of it, having Magdalena Basić Alando actively participate and present our own project, Financial Literacy for Rural Youth, and learning alongside practitioners from across the continent. This post pulls together what the research actually says, and what we saw play out in the room. The problem: too many young people can't apply what they know Start with the evidence. In the OECD's most recent international assessment of 15-year-olds, released in 2024, the picture is sobering: across the 14 OECD countries assessed, 18% of students on average do not have basic proficiency in financial literacy, meaning they cannot apply their knowledge to real-life situations involving financial decisions. The gap is not evenly distributed. Socio-economically disadvantaged students are over-represented among low performers, which risks entrenching inequality as those students become adults. In other words, the young people who most need economic confidence are the ones least likely to be given it — a pattern that maps neatly onto who feels shut out of public life more broadly. There is a hopeful flip side. Financial literacy and positive financial behaviour are linked: students with stronger skills behave more responsibly with money and are more forward-looking, with high performers markedly more likely than low performers to save. Skills, attitudes, and behaviour move together — which is exactly why how we teach matters as much as what we teach. The bigger claim: financial literacy feeds democratic participation Here is where the Vienna conversation went beyond personal finance. One of the Lab's expert speakers was Anna Lo Prete of the University of Turin, whose research sits right at this intersection — and whose work is among the clearest evidence we have on the question. Lo Prete's cross-country analysis documents a positive association between political participation — measured by the number of citizens voting in national elections — and the awareness of the trade-offs behind private and public decisions that basic financial education captures. Crucially, this is not just correlation dressed up: empirical models that control for a large set of other determinants of voter turnout indicate that financial literacy continues to have a positive and causal impact on electoral participation. Why would that be? The logic is intuitive once you see it. Understanding some economics and finance helps citizens grasp the reasons behind public intervention and weigh the pros and cons of policy proposals and agendas. A voter who understands taxation, public budgets, inflation, and debt is simply better equipped to evaluate the promises on a ballot — and harder to mislead. The catch: financial literacy alone isn't enough It would be too easy to conclude "teach kids about compound interest and democracy takes care of itself." The research is more demanding than that — and this nuance came up repeatedly in Vienna's group work. A recurring critique in the academic literature is that much mainstream financial education quietly frames citizens as consumers rather than participants. One influential analysis argues that dominant financial literacy programmes can end up promoting a limited, consumerist form of civic engagement, and that what is really needed is a critical, emancipatory civic financial literacy for an engaged citizenry able to extend and protect more robust conceptions of freedom and democracy. Scholars working on integrative economic education put the point sharply: financial literacy without civic competence remains a merely reactive skill rather than a source of genuine political agency, which is why financial literacy and civic competences should be understood as parts of a single integrative concept of economic education. The two only reach their full value when taught together — money knowledge that can read the system, not just cope with it. Europe is building the scaffolding None of this is happening in a vacuum. The policy architecture is catching up with the research. In 2023 the European Commission and the OECD jointly published a Financial Competence Framework for Children and Youth in the European Union. It is not only about interest rates and risk: alongside the four core content areas — money and transactions, planning and managing finances, risk and reward, and the financial landscape — the framework deliberately integrates cross-cutting dimensions including digital finance, sustainable finance, entrepreneurship, and citizenship. Citizenship is written into the framework by design. On the civic side, the Council of Europe's Reference Framework of Competences for Democratic Culture exists precisely to equip young people with the competences needed to defend and promote human rights, democracy and the rule of law, to act as active citizens, and to live peacefully together with others. Read the two frameworks side by side and the overlap is obvious: critical thinking, informed decision-making, and the confidence to participate. What this looks like in practice: rural youth and economic autonomy This is the gap our own project set out to close, and the reason we were presenting it in Vienna. Financial Literacy for Rural Youth: Building Democratic Resilience Through Economic Empowerment merges financial and civic education for an audience usually left out of both: young people in rural areas, who are systematically underrepresented in programmes that tend to be urban-centred. Working with our partners, the project equips rural GenZ participants in Croatia and Belgium with practical competences: budgeting, saving, investing, planning; through gamified, peer-to-peer, blended learning adapted to rural digital realities. But the design goes a step past personal finance, exactly along the lines the research recommends. Participants learn to analyse economic policies, financial products, and media narratives about money, so they can resist manipulation and make informed civic choices. The premise is that economic dependency and exclusion are themselves barriers to democratic participation, and that when young people understand how taxation, public budgets, and economic policy shape their own lives, they engage more meaningfully in democratic processes. A transnational peer exchange between Croatian and Belgian participants adds a cross-cultural, shared-European dimension, a small counterweight to the polarisation that tends to follow economic marginalisation. The pilot trainings in Croatia are already complete, with workshops in Belgium still ahead. And the methodology is being built to outlast the project and be shared amongst all stakeholders. Where the formal and non-formal worlds meet If there was one moment in Vienna that made the abstract concrete, it was the guided tour of the Erste Financial Life Park (FLiP), FLiP turns financial education into something you can walk through and touch: interactive stations where visitors make real-feeling budgeting decisions and immediately see the consequences. It is a vivid rebuttal to the idea that money education has to be dry. A theme the NECE Lab kept returning to, and one the research underlines, is the relationship between formal schooling and non-formal education. Classrooms provide reach and legitimacy; non-formal initiatives like ours provide the agility to reach underserved groups, experiment with gamified and peer-led methods, and adapt fast. The most promising path forward is not one or the other, but connective tissue between them: school systems that borrow the energy of non-formal approaches, and civic organisations whose toolkits can be picked up and used inside classrooms. The takeaway The case made in Vienna, and backed by the evidence, is straightforward but consequential. Financial literacy is not merely about helping individuals stay solvent. Done well, paired with civic competence rather than reduced to consumer advice, it strengthens people's capacity to understand the systems they live in, to resist manipulation, and to participate in the democratic decisions that shape their economic lives. In an era of rising costs, growing inequality, and declining trust in institutions, that capacity is not a luxury. It is infrastructure for democracy. We left Vienna grateful to all speakers for the intellectual grounding; to our fellow educators for the knowledge exchange and the good company; to the organisers: THE CIVICS Innovation Hub, Znanje na djelu, Erste Financial Life Park, and ERSTE Foundation, FLiP centre. The next chapter is being written in rural classrooms and community halls across Europe. We're glad to be part of it. Sources OECD (2024), PISA 2022 Results (Volume IV): How Financially Smart Are Students?, OECD Publishing. Lo Prete, A. (2024), Political participation and financial education: Understanding personal and collective trade-offs for a better citizenship, Economics Letters / ScienceDirect. Lo Prete, A., Financial education: From better personal finance to improved citizenship, Journal of Financial Literacy and Wellbeing, Cambridge Core. Arthur, C. (2012), Financial Literacy Education for Citizens: What Kind of Responsibility, Equality and Engagement?, Citizenship, Social and Economics Education (SAGE). Integrative Economic Education to Combine Citizenship Education and Financial Literacy (ResearchGate). European Union / OECD (2023), Financial Competence Framework for Children and Youth in the European Union, OECD Publishing. Council of Europe, Reference Framework of Competences for Democratic Culture (RFCDC).

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