The effect of flow experience on teachers’ self-developmental behavior and educational performance with the mediating role of social responsibility

This study aimed to investigate the effect of flow experience on teachers’ self-developmental behavior and educational performance with the mediating role of social responsibility using a descriptive-survey method. The study population included all high school teachers in Zahedan, 333 of whom were selected as a statistical sample based on the Morgan table using simple randomization. Data collection tools were Dispositional Flow Scale-2 (DFS-2) by Jackson & Eklund (2002), Self-developmental Behavior Questionnaire by Ahmadi et al. (2017), Educational Performance Questionnaire by Zandi (2013), and Social Responsibility Scale by Carroll & Stewards (2003). Experts approved the face and content validity of the questionnaires. Construct validity was approved via factor analysis. Reliability was approved by Cronbach’s alpha and composite reliability was above 0.7. SPSS-23 and SmartPLS-3 software were used for data analysis. The results showed that flow experience was effective on educational performance and self-developmental behavior, with path coefficients of 0.491 and 0.716, respectively. It was also indirectly effective on self-developmental behavior and educational performance with path coefficients of 0.243 and 0.336, respectively. Therefore, emphasizing on challenge-skill balance, clear goals, unambiguous feedback, focus on task, merging of action and awareness, loss of self-consciousness, sense of control, transformation of time, and autotelic experience, flow experience could affect educational performance and self-developmental behavior of high school teachers in Zahedan, Iran.