تاثیر تجربه ی غرقگی بر رفتار خودتوسعه ای و عملکرد آموزشی معلمان با نقش میانجی مسئولیت اجتماعی

پژوهش حاضر با هدف بررسی تاثیر تجربۀ غرقگی بر رفتار خودتوسعه ای و عملکرد آموزشی معلمان با نقش میانجی مسئولیت اجتماعی به روش ﺗﻮﺻﯿﻔﯽ_ﭘﯿﻤﺎﯾﺸﯽ، ﻣﺒﺘﻨﯽ ﺑﺮ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎری انجام گردید؛ ﺟﺎمعۀ آﻣﺎری پژوهش شامل تمامی معلمان مقطع متوسطه شهر زاهدان بودند که براساس جدول مورگان و به روش تصادفی ساده تعداد 333 نفر به عنوان نمونۀ آماری انتخاب شدند. ابزار گردآوری داده ‌ها پرسشنامه ‌های استاندارد تجربۀ غرقگی جکسون و اکلند (2002)، رفتار خودتوسعه‌ای احمدی و همکاران (1396)، عملکرد آموزشی زندی (1392) و مسئولیت اجتماعی کارول و استوارتز (2003) بود ﮐﻪ رواﯾﯽ صوری و ﻣﺤﺘﻮاﯾﯽ ﺑﻪ تایید صاحب نظران و رواﯾﯽ ﺳﺎزه از ﻃﺮﯾﻖ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ تایید شد و ﭘﺎﯾﺎﯾﯽ ﺑﺎ اﺳﺘﻔﺎده از آزمون آﻟﻔﺎی ﮐﺮوﻧﺒﺎخ و پایایی ترکیبی بزرگتر از 0.7 محاسبه گردید. برای تجزیه‌وتحلیل داده‌ها از نرم‌افزارهای spss23 و smartpls3 استفاده شد. ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﻧﺸﺎن داد، تجربۀ غرقگی ﺑﺎ ﺿﺮﯾﺐ ﻣﺴﯿﺮ (0.491) ﺑﺮ ﻋﻤﻠﮑﺮد آﻣﻮزﺷﯽ؛ تجربۀ غرقگی ﺑﺎ ﺿﺮﯾﺐ ﻣﺴﯿﺮ(0.716) بر رفتار خودتوسعه‌ ای؛ و به ‌طور غیرمستقیم تجربۀ غرقگی به‌ترتیب ﺑﺎ ﺿﺮﯾﺐ ﻣﺴﯿﺮ (0.243) و (0.336) ﺑﺮ رفتار خودتوسعه ای و عملکرد آموزشی ﺗاﺛﯿﺮﮔﺬار ﺑﻮده اﺳﺖ.

the effect of flow experience on teachers’ self-developmental behavior and educational performance with the mediating role of social responsibility

this study aimed to investigate the effect of flow experience on teachers’ self-developmental behavior and educational performance with the mediating role of social responsibility using a descriptive-survey method. the study population included all high school teachers in zahedan, 333 of whom were selected as a statistical sample based on the morgan table using simple randomization. data collection tools were dispositional flow scale-2 (dfs-2) by jackson eklund (2002), self-developmental behavior questionnaire by ahmadi et al. (2017), educational performance questionnaire by zandi (2013), and social responsibility scale by carroll stewards (2003). experts approved the face and content validity of the questionnaires. construct validity was approved via factor analysis. reliability was approved by cronbach’s alpha and composite reliability was above 0.7. spss-23 and smartpls-3 software were used for data analysis. the results showed that flow experience was effective on educational performance and self-developmental behavior, with path coefficients of 0.491 and 0.716, respectively. it was also indirectly effective on self-developmental behavior and educational performance with path coefficients of 0.243 and 0.336, respectively. therefore, emphasizing on challenge-skill balance, clear goals, unambiguous feedback, focus on task, merging of action and awareness, loss of self-consciousness, sense of control, transformation of time, and autotelic experience, flow experience  could affect educational performance and self-developmental behavior of high school teachers in zahedan, iran.introductiondue to increasing changes in political, social, and economic environments, educational systems consider ongoing development of teachers a necessity. therefore, self-developmental behavior, which includes a set of measures related to planned programs based on democratic human values, aiming to improve the educational performance of schools and the behavior of teachers, is one of the tools for achieving the professional development of teachers (taghipour et al., 2017). it also includes personal and prospective measures of teachers to develop work-related knowledge and skills (abili et al., 2014). it can create many opportunities for teachers to participate in learning, creating an ideal environment for the collaboration of the participants (rezaei, 2019).any activity and effort in this huge system affects the students and eventually the society and teachers are the main actors in this field; therefore, certain measures are required to elevate their effectiveness and efficiency (soltani et al., 2016). accordingly, one of the most important and influential variables that can be related to teachers’ inner understanding of and satisfaction with the work environment is flow experience. csikszentmihalyi considers flow experience an attractive and pleasant experience for the person, where an activity is performed only because of its nature regardless of the influence of external motivations (rahimpour et al., 2019). considering the importance of flow experience in improving teachers’ performance, basic planning appears necessary for scientific progress and improvement of educational system staff. strengthening self-developmental behaviors is an effective factor in making these changes (jafari et al., 2017), which include a set of measures related to the planned changes aiming at improving educational performance. one of the important dimensions of development is the concept of the individual in general and social responsibility (taghipour et al., 2017). due to the relationship between flow experience and teacher empowerment as well as inner satisfaction in the workplace and social responsibility (mohsenian et al., 2018), teachers with appropriate levels of flow experience in performance indices, including teaching skills, experience higher self-confidence.