The current research sought to model the relationships among creative achievement, divergent thinking, intrinsic motivation, openness to experience, and the creative classroom environment and explore whether these relationships vary according to the creative achievement domain. The research sample included 250 first-year students from the Faculty of Education at Damanhour University. The results indicated a statistically significant effect of the creative classroom environment on creative achievement, openness to experience, and intrinsic motivation, while the remaining effects were not significant. Additionally, the effects of the creative classroom environment and openness to experience on creative achievement were found to vary by the creative achievement domain. Recommendations and directions for future research are discussed.
The research aimed to explore the relationships between mindfulness, psychological flow, and Academic Buoyancy, as well as predicting academic Buoyancy in light of both mindfulness and psychological flow, and examining the causal relationships among these variables. Towards these goals, three instruments were administered to (443) second-year students from the Faculty of Education at Damanhour university.The results showed a statistically significant relationship at the level (0.01) between mindfulness and psychological flow, between mindfulness and academic Buoyancy, and between psychological flow and academic Buoyancy. Also, The results showed The ability of mindfulness and psychological flow in predicting academic Buoyancy, as well as a causal model of the relationships between the three research variables was reached, and the model confirmed the existence of a direct positive effect of mindfulness on both psychological flow and academic Buoyancy, as well as a direct positive effect of psychological flow on academic Buoyancy. In light of the research results. Some recommendations and suggestions of the current results are provided.
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