The science behind ‘locking in’

The term ‘locking in’ is one of Gen Z’s favourite slang terms today. It refers to entering a state of intense focus, removing distractions, and committing completely to a task. Whether preparing for exams, finishing a project, or tackling a task, ‘locking in’ occurs when people focus solely on a specific goal. Across universities, the phrase has become ubiquitous: students speak of it as if it were a switch they can flip at will. Nowadays, everyone seems to be in a rush to romanticise their academic lives and lock in. But what is ‘locking in’ exactly, and can romanticising really improve our focus and efficiency in our work? 

Psychologists have long studied the state many students casually describe as ‘locking in’. In research, this state is known as ‘flow’, a term introduced by Mihály Csikszentmihalyi to define the state of optimal experience characterised by complete absorption in an activity, an amalgamation of action and intrinsic reward. However, flow only occurs under specific conditions. The task must present a balance between challenge and skill – a task that is too easy makes the mind drift into boredom, while a task that is too difficult tips into anxiety. Clear goals and immediate feedback are essential because they help maintain attention. Research consistently links flow to improved performance, suggesting that ‘locking in’ is a measurable psychological state. 

By reframing studying from an obligation to a more meaningful activity, romanticisation enhances intrinsic motivation, increasing the likelihood of entering the ‘locked-in’ state

Psychologists also emphasise that our motivation and engagement are shaped by the satisfaction of three core psychological needs: autonomy, competence, and relatedness. According to Self-Determination Theory, when these needs are met, people are more likely to experience intrinsic motivation (meaning they engage in an activity because it feels rewarding rather than obligatory). Romanticising studying can thus actively satiate these needs. Creating personalised or ‘aesthetic’ study spaces, for example, fosters autonomy by giving students ownership over their environment. Tracking progress nurtures competence and connecting with peers via study journals or social media supports relatedness. By reframing studying from an obligation to a more meaningful activity, romanticisation enhances intrinsic motivation, increasing the likelihood of entering the ‘locked-in’ state. 

Considerable research evidence suggests that well-defined and specific goals facilitate concentration, focus, and persistence. Breaking down a complex task into smaller components creates a greater sense of accomplishment, thereby adding to the individual’s perception of their ability. Moreover, self-set goals rather than externally provided goals increase autonomy, decreasing the sense of obligation.  

For example, a student who sets goals for themselves to complete one chapter, summarise the key concepts, and review the flashcards by the end of the study session is more likely to have better focus compared to a student who merely has the idea ‘I need to study’. 

The combination of establishing goals and structuring the environment enables students to maximise their chances of entering the ‘locked-in’ state and thereby translate their intrinsic motivation and idealisation into concrete productivity

Going beyond solely establishing goals, neuroscience and cognitive psychology studies how this state is achieved in the brain. Intense concentration activates networks related to attention and inhibits self-related thinking, thereby fully channelling cognitive resources toward a particular engagement or task. Research on flow and cognitive control have shown that establishing specific goals, matching the level of difficulty with individual skills, and structuring the environment can facilitate flow by minimising distractions and mental exhaustion. It also includes establishing rituals such as fixed study times or preparatory activities to cue the brain to achieve a flow or ‘locked-in’ state. The combination of establishing goals and structuring the environment enables students to maximise their chances of entering the ‘locked-in’ state and thereby translate their intrinsic motivation and idealisation into concrete productivity. 

‘Locking in’ is more than just trendy campus slang – it reflects psychological and cognitive principles. The process of romanticising the work enables the student to view the work as a goal rather than chores, which provide a sense of autonomy, skills, and connections. When the goal, activities, and plan are in place, the student will be able to maintain their focus, which is in line with the brain’s ability to concentrate for long periods. As the student learns about the science of flow and motivation, they can increase their productivity and develop a genuine enjoyment of learning. This combination will create a habit of learning, which the student will be encouraged to develop.