Optimal Experience Among Teachers: New Insights Into the Work Paradox

Bassi, Marta; Fave, Antonella Delle

doi:10.1080/00223980.2012.656156

Cited by 37 publications

(16 citation statements)

References 57 publications

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“…Amotivation was initially moderate and did not change over time. Based on the SDT model, the subscale scores indicated a mix of intrinsic and extrinsic motivations were present at baseline and this finding is similar to one other study in non-nurse educators [25] . Our results support expert opinion that providing an opportunity to examine educational research and apply it to a course or curriculum is an important step in using evidence in teaching.…”

Section: Discussionsupporting

confidence: 84%

The effect of a workshop on Egyptian nurse educators' motivation and attitude toward evidence based teaching

Hassona

Winkelman²,

El-Sayed³

2013

JNEP

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Background: Motivations and attitude are known to influence goal directed activity such as adoption of new behaviors in teaching. Accordingly, understanding nurse educators’ motivation and attitudes toward evidence-based teaching is a critical step to successfully transforming the faculty’s culture to use best practices in nursing education. The aim of this study was to examine the effect of workshop, on Egyptian nurse educators' motivation and attitude toward evidence-based teaching over time.

Methods: Quasi-experimental design with three periods of data collection: a pre-test and two post-test periods at the School of Nursing, Zagazig University, Egypt. A convenience sample of nurse faculties who were invited to attend a one-day workshop was used. There were no exclusion criteria. Four tools were used: the Demographic form, the Follow-up form, The Situational Motivation Scale (SIMS), and the Evidence-Based Nursing Attitude Questionnaire (EBNAQ).

Results: A total of 48 nurse faculty agreed to participate in the study; they were female with a mean age of 30 years and an average of 5.5 years of experience in academic setting. Half of the participants had master’s degree or higher. There were significant differences between the pre-, post- and follow-up scores in three of the motivation subscales. Regarding “lack of motivation”, these scores and scores of attitude toward evidence based teaching did not change over time. There was a significant difference in the external regulation score comparing faculty subgroups (i.e., implementers versus non-
implementers).

Conclusions: A workshop about best practices in nursing education fostered increased intrinsic motivation, identified regulation, and external regulation immediately and changes were sustained over a three month period. A total of 23% of workshop participants implemented an evidence-based education strategy after the workshop, promoting best practices in nursing education.

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Section: Discussionsupporting

confidence: 84%

The effect of a workshop on Egyptian nurse educators' motivation and attitude toward evidence based teaching

Hassona

Winkelman²,

El-Sayed³

2013

JNEP

View full text Add to dashboard Cite

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“…In spite of the short time devoted to these activities and the perception of pain and fatigue, all groups prominently associated them with high challenges and optimal experience. Previous studies showed that optimal experience promotes good performances in the most diverse domains, from leisure (Jackson & Csikszentmihalyi, 1999), to work, and learning tasks (Bassi & Delle Fave, 2012; Eisenberger, Jones, Stinglhamber, Shanock, & Randall, 2005). In addition, participants’ association of rehabilitation practice with long-term goals represents a prerequisite to foster continuity of physical exercise after hospital discharge, and promote progressively higher levels of autonomy through skill enhancement and the search for more complex challenges (Delle Fave & Massimini, 2005a).…”

Section: Discussionmentioning

confidence: 99%

The assessment of patients’ quality of experience: Autonomy level and perceived challenges.

Sartori

Marelli

Garavaglia

et al. 2014

Rehabilitation Psychology

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“…Many researchers have also examined the link between flow experience and a wide range of motivational indicators: (a) engagement (e.g., Shernoff et al, 2003 ; Steele and Fullagar, 2009 ; Valenzuela and Codina, 2014 ; Mesurado et al, 2016 ), (b) goal orientation (e.g., Schüler et al, 2010 ; Oertig et al, 2014 ), (c) achievement motives (e.g., Engeser and Rheinberg, 2008 ; Busch et al, 2013 ), (d) interest (e.g., Bressler and Bodzin, 2013 ; Bachen et al, 2016 ), and (e) volition (e.g., Schattke, 2011 ). This is not surprising because many authors (e.g., Schüler et al, 2010 ; Schattke, 2011 ; Bassi and Delle Fave, 2012 ; Fulmer and Tulis, 2016 ) consider flow experience to represent a state of optimal motivation (Deci and Ryan, 2008 ; Heutte, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Optimal Experience in Adult Learning: Conception and Validation of the Flow in Education Scale (EduFlow-2)

et al. 2021

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While the formulation of Mihaly Csikszentmihalyi's theory of flow, including the experience dimensions, has remained stable since its introduction in 1975, its dedicated measurement tools, research methodologies, and fields of application, have evolved considerably. Among these, education stands out as one of the most active. In recent years, researchers have examined flow in the context of other theoretical constructs such as motivation. The resulting work in the field of education has led to the development of a new model for understanding flow experience in education, specifically dedicated to adult learning. As a result of both a meticulous analysis of existing models and consideration of more recent developments, a new flow scale has thus been developed. The aim of this study is therefore twofold: to validate the new flow measurement scale dedicated to the educational environment, EduFlow-2, and to test a new theoretical model. Students taking a course (N = 6,596), some on-site and others in a MOOC, participated. Several scales were administered online at the end of the participants' course during the 2017 academic year. The factor structure of EduFlow-2 was tested using Exploratory Structural Equation Modeling. Several models were tested. The model with a second-order factor best fit the data. We tested the invariance of the flow scale measure for gender and for the type of training (MOOC/on-site). We were able to show that the flow scale is invariant of the modalities of these two variables. Results revealed good psychometric qualities for the scale, making it suitable for both on-site and distance learning. The analysis also revealed significant relationships with the classic variables of motivation, self-efficacy, learning climate, and life satisfaction. Furthermore, all four dimensions of the model were found to be adequate and consistent with the underlying theoretical arguments. In the end, this new, short flow scale and the theoretical model were demonstrated to be promising for future studies in the field of education.

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Optimal Experience Among Teachers: New Insights Into the Work Paradox

Cited by 37 publications

References 57 publications

The effect of a workshop on Egyptian nurse educators' motivation and attitude toward evidence based teaching

The effect of a workshop on Egyptian nurse educators' motivation and attitude toward evidence based teaching

The assessment of patients’ quality of experience: Autonomy level and perceived challenges.

Optimal Experience in Adult Learning: Conception and Validation of the Flow in Education Scale (EduFlow-2)

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