Flow among higher education teachers: A job demands-resources perspective

Abstract

Abstract:The aim of the present study was to investigate job resources and demands and their relatedness to work flow. In line with the three-dimensional model of flow, absorption, work enjoyment and intrinsic work motivation were explored as separate outcomes. Our predictions were tested using a sample of 293 higher education teachers in Slovenia. The participants indicated their levels of flow, job demands (e.g., workload) and job resources (e.g., variety and autonomy) using the Slovenian version of the work flow inventory and job demands-resources scales. Our hypotheses were tested using moderated multiple regression where main as well as interactive effects between job resources and demands were examined. Autonomy and variety were found to enhance absorption, work enjoyment and intrinsic work motivation. Furthermore, autonomy was found to be the most important predictor of all the work flow dimensions. In contrast, workload was not significantly related to any of the outcomes. We also found interactive effects of variety and workload as well as variety and autonomy on absorption.Keywords: work flow, job resources, job demands, higher education teachers Povzetek: Namen naše raziskave je bil raziskati delovne vire in zahteve ter njihovo povezanost z zanosom pri delu. V skladu s tridimenzionalnim modelom zanosa smo proučevali zatopljenost, zadovoljstvo pri delu in notranjo motivacijo na delovnem mestu kot ločene dimenzije. Vzorec je zajemal 293 visokošolskih učiteljev po Sloveniji. Udeleženci so ocenjevali stopnjo delovnega zanosa, delovnih zahtev (npr. splošne delovne obremenitve) in delovnih virov (npr. raznolikost in avtonomija) s pomočjo slovenske različice Vprašalnika o zanosu pri delu in Lestvice delovnih zahtev/ virov. Hipoteze so bile preverjene s pomočjo multiple regresije, pri čemer smo preučevali glavni in interaktivni učinek delovnih virov in zahtev. Rezultati so pokazali, da sta avtonomija in raznolikost pozitivno povezani z zatopljenostjo, zadovoljstvom na delovnem mestu in notranjo motivacijo pri delu. Ugotovili smo tudi, da je avtonomija najpomembnejši napovednik vseh treh dimenzij zanosa pri delu. Po drugi strani delovna obremenitev ni bila povezana z nobeno od dimenzij zanosa pri delu. Potrjen je bil tudi interaktivni učinek raznolikosti in delovne obremenitve ter raznolikosti in avtonomije na zatopljenost pri delu. Zanos pri visokošolskih učiteljih z vidika delovnih zahtev in delovnih virovKljučne besede: delovni zanos, delovne zahteve in delovni viri, visokošolski učitelji

Flow and Satisfaction With Life in Elite Musicians and Top Athletes

“…The principal limitation concerns sampling. The sample might be biased because the more intrinsically motivated performers may have been more likely to take part in the research (Habe and Tement, 2016). The distribution of athletes and musicians differed, because it was harder to get access to elite musicians in comparison to top athletes who are organized through the Olympic Committee.…”

“…” This descriptive finding suggests that flow is broadly reported beyond gender (Bonaiuto et al, 2016). Altought most of the studies show no differences in experiencing flow between men and women (Russell, 2001; Kee and Wang, 2008; Moreno et al, 2008; Bonaiuto et al, 2016), some studies suggest, that flow is experienced more frequently by female than by male (Gnezda, 2016; Habe and Berkopec, 2016; Habe and Tement, 2016). For example a higher sense of control (flow dimension) in boy athletes compared to girl athletes between 12 and 16 years old was reported by Moreno et al (2008).…”

Flow among Scientists A Job Demands Resources Perspective

“…Resources positively influence the dimensions of FaW, particularly work enjoyment whereas Job demands positively influence absorption and negatively influence the enjoyment and intrinsic motivation 16 . In educational institute, Job resources for teachers like autonomy and variety of work has positive effect on FaW and Job demands like workload doesn't show any significant relation with FaW 17 . Job resources and personal resources like self efficacy and competency are positively related and leads to positive emotions in nurses in emotionally challenging environment 13 .…”

Zaznane značilnosti delovnega mesta in čustveno delo kot dejavniki delovne zavzetosti učiteljev

“…Raziskava je torej na vzorcu slovenskih učiteljev potrdila povezanost med delovnimi zahtevami in viri ter izgorelostjo pri delu. Med raziskavami, izvedenimi na slovenskem vzorcu, ki so preučevale odnos med delovnimi zahtevami in viri ter pozitivnimi izidi pri učiteljih, velja omeniti tudi raziskavo avtoric Habe in Tement (2016), ki sta potrdili pozitiven odnos med delovnimi viri in dimenzijami zanosa pri slovenskih visokošolskih učiteljih. Nimamo pa še raziskav, ki bi preverjale odnos med delovnimi zahtevami in viri ter delovno zavzetostjo učiteljev.…”