Flow Experience and Innovative Behavior of University Teachers: Model Development and Empirical Testing DOI Creative Commons
Xing Chen, Wu Ling, Li Jia

et al.

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 363 - 363

Published: March 14, 2025

The innovative behavior of university teachers plays a vital, long-term role in advancing scientific and technological innovation nurturing high-level talent. Flow experience is influenced by flow antecedents such as the balance between challenge skill, clear goals, immediate feedback, intrinsic motivation, perceived risk. Moreover, experience, characterized deep concentration effective attention allocation, essential facilitating enhancing problem-solving analytical abilities. This study explores relationship among teachers, providing fresh theoretical perspective for encouraging behavior. To investigate this, developed “University Teacher Experience Scale” Innovative Behavior Scale”. A survey 316 China was conducted, with statistical analysis utilizing variance structural equation modeling. Results showed that both were at moderate levels. Significant variations levels noted across disciplines, professional titles, positions, but no gender differences found. Antecedents challenges skills, motivation positively while risk had negative impact. itself significantly enhanced teachers. findings highlight importance optimizing factors contributing to institutional individual promote higher education.

Language: Английский

Flow Experience and Innovative Behavior of University Teachers: Model Development and Empirical Testing DOI Creative Commons
Xing Chen, Wu Ling, Li Jia

et al.

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 363 - 363

Published: March 14, 2025

The innovative behavior of university teachers plays a vital, long-term role in advancing scientific and technological innovation nurturing high-level talent. Flow experience is influenced by flow antecedents such as the balance between challenge skill, clear goals, immediate feedback, intrinsic motivation, perceived risk. Moreover, experience, characterized deep concentration effective attention allocation, essential facilitating enhancing problem-solving analytical abilities. This study explores relationship among teachers, providing fresh theoretical perspective for encouraging behavior. To investigate this, developed “University Teacher Experience Scale” Innovative Behavior Scale”. A survey 316 China was conducted, with statistical analysis utilizing variance structural equation modeling. Results showed that both were at moderate levels. Significant variations levels noted across disciplines, professional titles, positions, but no gender differences found. Antecedents challenges skills, motivation positively while risk had negative impact. itself significantly enhanced teachers. findings highlight importance optimizing factors contributing to institutional individual promote higher education.

Language: Английский

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