Examining the psychometric features of Academic Flow Questionnaire in Students
Subject Areas : Educational PsychologyFarrokhroo Jalili 1 , Mozhgan Arefi 2 , Amir Ghomrani 3 , Golamreza Maneshi 4
1 - Esfahan
2 - Esfahan
3 - Esfatan
4 - Esfahan
Keywords: reliability, validity, Academic flow, Psychometric features,
Abstract :
Flow occurs when individuals are engaged in controllable but challenging activities and tasks which Requires considerable skill and associates with intrinsic motivation (Csikszentmihalyi, 1990). The current study aims to consider psychometric features (reliability and validity) of Martin & Jackson’s flow short scale (2008) in academic field. Research plan is descriptive cross -sectional and 291 students of Farhangian University Southern Khorasan branch participated voluntarily in this study. Persian version was presented via translation and back translation. Reliability of scale and construct validity were evaluated by internal consistency, split-have’s method and correlation with academic motivation scale (intrinsic motivation and a motivation Dimension), respectively. Total internal consistency coefficient of scale according to Cronbach’s coefficient alpha was 0.85 and Gutman coefficient for assessing reliability was obtained 0.82. Positive correlation of this scale with internal motivation (0.83) is representative of convergent validity and its correlation with a motivation (-0.85) is demonstrator of divergent validity of scale. Confirmatory factor analysis (CFA) confirms single- factor structure. Results obtained from present study showed that Persian version of flow scale in academic field enjoys good validity and reliability, foresaid scale can be used to consider students’ academic flow in teaching – learning situations
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Bakker, A. B., Oerlemans, W., Demerouti, E., Bruins Slot, B., & Karamat Ali, D. (2011). Flow and performance: A study among talented Dutch soccer players. Psychology of Sport and Exercise, 12, 442-450.
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Chan, T. S. & Ahern, T. C. (1999). The Importance of Motivation: Integrating Flow Theory into Instructional Design. Proceedings of Society for Information Technology & Teacher Education International Conference.
Chiang, Y. T., Lin, S. J., Cheng, C. Y., & Liv, E. F. (2012). Exploring online game player's flow experiences and positive affect. The Turkishonline. Journal of Educational Technology, 10, 106-114.
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Fullagar, C., & Kelloway, E. K. (2009). Flow at work: an experience sampling aporach, Journal of Occupational and Organizational Psychology, 82, 595-615.
Ghasemi, V. (2010). Structural Equation Modeling in Social Research Using Amos Graphic. Tehran: Azarakhsh [in Persian].
Goleman, D. (2000). Emotional intelligence: Issues in paradigm building. San Francisco, CA: Jossey-Bass. 91.
Golkar, T., Ghamarani, A., Salehi, H., & Arab, H. R. (2013). The relationship of work-related flow and job satisfaction among employees of a military industrial company. Military Medicine, 2 (15), 148-143 [in Persian].
Harroff, P. A., & Valentine, T. (2006). Dimensions of program quality in web-based adult education. The American. Journal of Distance Education, 20(1), 7-22.
Hasani Pak, A. A., Sharaf al-Din, M., (2012). Exploration data analysis. Tehran: Tehran University Press [in Persian].
Jackson, S. A., & Eklund, R. C. (2002). Assessing flow in physical activity: The Flow State Scale-2 (FSS-2) and Dispositional Flow Scale-2 (DFS-2). Journal of Sport & Exercise Psychology, 24, 133–150.
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Johnson, R. D., & Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful eLearning environments. International. Journal of Human-Computer Studies, 66, 356-369.
Joo, Y. J., Lim, K. Y., & Kim, S. M. (2012). A Model for Predicting Learning Flow and Achievement in Corporate e-Learning. Educational Technology & Society, 15 (1), 313–325.
Kareshki, H., Mohseni, N. (2015). Motivationin Learning and Instruction: Theories and Applications. Tehran: Avay Noor [in Persian].
Kowal, J., & Fortier, M. S. (1999). Motivational determinant of flow: contributions from self- determination theory. The Journal of Social Psychology, 13,355-368.
Marsh, H. W., Craven, R. G., & Martin, A. J. (2006). What is thenature of self-esteem? Unidimensional and multidimensionalperspectives. In M. Kernis (Ed.), Self-esteem: Issues and Answers. NY: Psychology Press.
Marsh, H. W., Ellis, L. A., Parada, R. H., Richards, G., & Heubeck, B. G. (2005). A short version of the Self-Description Questionnaire II: Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychological Assessment, 17, 81–102. doi:10.1037/1040-3590.17.1.81.
Martin. A. J. & Jackson. S., A. (2008). Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains. Journal of Motive Emote, 32,141–157. DOI 10.1007/s11031-008-9094-0.
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Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C.R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 89 -105). New York: Oxford University Press.
Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72-89.
Rahimi, F., Arizi, H. R., Noori, A., Namdari, C. (2012). The Relationship between Psychological Capital in Personnel Work Setting with Their Work Flow and Engagement in the Organization. Job and organizational consulting, 12, 30-9 [in Persian].
Salehi, H., Ghamrani, A., Arab, H. R., Golkarari, T. (2013). The study of religious orientation in predicting the experience of Flow with physical education students according to demographic variables. Research in Sport Management and Motor Behavior, 22: 60-48 [in Persian].
Schweinle, A., Meyer, D. & Turner, J. (2006). Striking the Right Balance: Students' Motivation and Affect in Elementary Mathematics. Journal of Educational Research, 99, 271- 293.
Seligman, M. & Csikszentmihalyi, M. (2001). Positive psychology: An introduction. American Psychologist, 56, 89- 90.
Shernoff, D., Csikszentmihalyi M., Shneider B. & Shernoff E. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158- 176.
Snyder, C. R. & Lopez, S. J. (2007). Positive Psychology. Sage Publications.
Vallerand, R. J., Luc, G. Pelletier, Marc R. Blais, Nathalie M. Briere, Caroline B. Senecal, Evelyne. F. Vallieres. )1992(. Educational and Psychological Measurement, 52, 1003-1017.
Weisani, M., Gholamali Lavasani, M., & Ejei, J. (2012). The effect of achievement goals on statistics anxiety through academic motivation and statistic learning.Journal of Psychology, 16(2), 142-160 [In Persian].
Williams, L. J., Ford, L. R., & Nguyen, N. (2002). Basic and advanced measurement models for confirmatory factor analysis. In S. G. Rogelberg (Ed.), Handbook of research methods in industrial and organizational psychology (pp. 366–389). Oxford, UK: Blackwell.
_||_Bakker, A. B. (2005). Flow among music teacher and their student: the crossover of peak experience. Journal of Vocational Behavior, 66, 26-44.
Bakker, A. B. (2008). The work- related flow inventory: construction and initial validation of the wolf. Journal of Vocational Behavior, 72, 400-414.
Bakker, A. B., Oerlemans, W., Demerouti, E., Bruins Slot, B., & Karamat Ali, D. (2011). Flow and performance: A study among talented Dutch soccer players. Psychology of Sport and Exercise, 12, 442-450.
Carmen R., Wilson V.V., Betsy L. M (2007). Understanding Power and Rules of Thumb for Determining Sample Sizes. Tutorials in Quantitative Methods for Psychology, 3 (2), 43‐50.
Carr, A. (2006). Positive Psychology: Science of Happiness and Human Strengths. Translated: Hasan Pasasharifi, Jafar Najafi Zand and Baqer Sanayi. Tehran: Speech [in Persian].
Catley, D., & Duda, J. L. (1997). Psychological antecedents of the frequency and intensity of flow in golfers. International Journal of Sport Psychology, 28, 309-322.
Chan, T. S. & Ahern, T. C. (1999). The Importance of Motivation: Integrating Flow Theory into Instructional Design. Proceedings of Society for Information Technology & Teacher Education International Conference.
Chiang, Y. T., Lin, S. J., Cheng, C. Y., & Liv, E. F. (2012). Exploring online game player's flow experiences and positive affect. The Turkishonline. Journal of Educational Technology, 10, 106-114.
Csikszentmihalyi M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
Csikszentmihalyi M. (1997). Happiness and creativity: Going with the flow. Special report on happiness, 31, 8- 13.
Csikszentmihalyi M., Abuhamde S. & Nakamura J. (2005). Handbook of Competence and Motivation. New York: The Guilford Press. 598–698
Csikszentmihalyi, M., & Csikszentmihalyi, I. (1988). Optimal experience- Psychological studies of flow in consciousness. Cambridge: Cambridge University Press.
Fullagar, C., & Kelloway, E. K. (2009). Flow at work: an experience sampling aporach, Journal of Occupational and Organizational Psychology, 82, 595-615.
Ghasemi, V. (2010). Structural Equation Modeling in Social Research Using Amos Graphic. Tehran: Azarakhsh [in Persian].
Goleman, D. (2000). Emotional intelligence: Issues in paradigm building. San Francisco, CA: Jossey-Bass. 91.
Golkar, T., Ghamarani, A., Salehi, H., & Arab, H. R. (2013). The relationship of work-related flow and job satisfaction among employees of a military industrial company. Military Medicine, 2 (15), 148-143 [in Persian].
Harroff, P. A., & Valentine, T. (2006). Dimensions of program quality in web-based adult education. The American. Journal of Distance Education, 20(1), 7-22.
Hasani Pak, A. A., Sharaf al-Din, M., (2012). Exploration data analysis. Tehran: Tehran University Press [in Persian].
Jackson, S. A., & Eklund, R. C. (2002). Assessing flow in physical activity: The Flow State Scale-2 (FSS-2) and Dispositional Flow Scale-2 (DFS-2). Journal of Sport & Exercise Psychology, 24, 133–150.
Jackson, S., & Csikszentmihalyi, M. (1999). Flow in sports: The keys to optimal experiences and performances. Champaign, IL: Human Kinetics.
Johnson, R. D., & Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful eLearning environments. International. Journal of Human-Computer Studies, 66, 356-369.
Joo, Y. J., Lim, K. Y., & Kim, S. M. (2012). A Model for Predicting Learning Flow and Achievement in Corporate e-Learning. Educational Technology & Society, 15 (1), 313–325.
Kareshki, H., Mohseni, N. (2015). Motivationin Learning and Instruction: Theories and Applications. Tehran: Avay Noor [in Persian].
Kowal, J., & Fortier, M. S. (1999). Motivational determinant of flow: contributions from self- determination theory. The Journal of Social Psychology, 13,355-368.
Marsh, H. W., Craven, R. G., & Martin, A. J. (2006). What is thenature of self-esteem? Unidimensional and multidimensionalperspectives. In M. Kernis (Ed.), Self-esteem: Issues and Answers. NY: Psychology Press.
Marsh, H. W., Ellis, L. A., Parada, R. H., Richards, G., & Heubeck, B. G. (2005). A short version of the Self-Description Questionnaire II: Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychological Assessment, 17, 81–102. doi:10.1037/1040-3590.17.1.81.
Martin. A. J. & Jackson. S., A. (2008). Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains. Journal of Motive Emote, 32,141–157. DOI 10.1007/s11031-008-9094-0.
Martin, A. J. (2003). The Student Motivation Scale: Further testing of an instrument that measures school students’ motivation. Australian Journal of Education, 47, 88–106.
Martin, A. J. (2006). The motivation and engagement scale. Sydney, Australia: Lifelong Achievement Group. www.lifelongachievement.com.
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. The British Journal of Educational Psychology, 77, 413–440. DOI: 10.1348/000709906X118036
Mayers, L. S. Gast, G. & Garin, A.J. (2016). Applied Multivariate Research (Design and Interpretation). Translators: Hasan Pasha Sharifi, Valiallah Farzad, Simin Dukht Reza Khani, Bilal Isanlou, Hamid Reza Hassanabadi, Mojtaba Habibi. Tehran: Growth. [in Persian]
Mosberg, M. P. (2008). Flow in knowledge intensive organizations. MA thesis. University of Agder, Kristiansar.
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C.R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 89 -105). New York: Oxford University Press.
Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72-89.
Rahimi, F., Arizi, H. R., Noori, A., Namdari, C. (2012). The Relationship between Psychological Capital in Personnel Work Setting with Their Work Flow and Engagement in the Organization. Job and organizational consulting, 12, 30-9 [in Persian].
Salehi, H., Ghamrani, A., Arab, H. R., Golkarari, T. (2013). The study of religious orientation in predicting the experience of Flow with physical education students according to demographic variables. Research in Sport Management and Motor Behavior, 22: 60-48 [in Persian].
Schweinle, A., Meyer, D. & Turner, J. (2006). Striking the Right Balance: Students' Motivation and Affect in Elementary Mathematics. Journal of Educational Research, 99, 271- 293.
Seligman, M. & Csikszentmihalyi, M. (2001). Positive psychology: An introduction. American Psychologist, 56, 89- 90.
Shernoff, D., Csikszentmihalyi M., Shneider B. & Shernoff E. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158- 176.
Snyder, C. R. & Lopez, S. J. (2007). Positive Psychology. Sage Publications.
Vallerand, R. J., Luc, G. Pelletier, Marc R. Blais, Nathalie M. Briere, Caroline B. Senecal, Evelyne. F. Vallieres. )1992(. Educational and Psychological Measurement, 52, 1003-1017.
Weisani, M., Gholamali Lavasani, M., & Ejei, J. (2012). The effect of achievement goals on statistics anxiety through academic motivation and statistic learning.Journal of Psychology, 16(2), 142-160 [In Persian].
Williams, L. J., Ford, L. R., & Nguyen, N. (2002). Basic andadvanced measurement models for confirmatory factor analysis. In S. G. Rogelberg (Ed.), Handbook of research methods in industrial and organizational psychology (pp. 366–389). Oxford, UK: Blackwell.
