Chen Xing, Wu Ling, Jia Lehan, AlGerafi Mohammed A M
College of Education, Zhejiang Normal University, Jinhua 321004, China.
School of Foreign Languages, Zhejiang Gongshang University, Hangzhou 310018, China.
Behav Sci (Basel). 2025 Mar 14;15(3):363. doi: 10.3390/bs15030363.
The innovative behavior of university teachers plays a vital, long-term role in advancing scientific and technological innovation and in nurturing high-level talent. Flow experience is influenced by flow antecedents such as the balance between challenge and skill, clear goals, immediate feedback, intrinsic motivation, and perceived risk. Moreover, flow experience, characterized by deep concentration and effective attention allocation, is essential in facilitating innovative behavior by enhancing problem-solving and analytical abilities. This study explores the relationship between flow experience and innovative behavior among university teachers, providing a fresh theoretical perspective for encouraging such behavior. To investigate this, the study developed the "University Teacher Flow Experience Scale" and the "University Teacher Innovative Behavior Scale". A survey of 316 university teachers in China was conducted, with statistical analysis utilizing variance analysis and structural equation modeling. Results showed that both flow experience and innovative behavior were at moderate levels. Significant variations in innovation levels were noted across disciplines, professional titles, and positions, but no gender differences were found. Antecedents such as a balance between challenges and skills, clear goals, immediate feedback, and intrinsic motivation positively influenced flow experience, while perceived risk had a negative impact. Flow experience itself significantly enhanced innovative behavior among university teachers. The findings highlight the importance of optimizing the factors contributing to flow experience at institutional and individual levels to promote innovation in higher education.
高校教师的创新行为对于推动科技创新和培养高层次人才具有至关重要的长期作用。心流体验受心流前因的影响，如挑战与技能的平衡、明确的目标、即时反馈、内在动机和感知风险。此外，以深度专注和有效注意力分配为特征的心流体验，对于通过增强解决问题和分析能力来促进创新行为至关重要。本研究探讨了高校教师心流体验与创新行为之间的关系，为鼓励此类行为提供了新的理论视角。为了对此进行调查，该研究编制了“高校教师心流体验量表”和“高校教师创新行为量表”。对中国316名高校教师进行了调查，并运用方差分析和结构方程模型进行统计分析。结果表明，心流体验和创新行为均处于中等水平。不同学科、职称和职位的创新水平存在显著差异，但未发现性别差异。挑战与技能的平衡、明确的目标、即时反馈和内在动机等前因对心流体验有积极影响，而感知风险则有负面影响。心流体验本身显著增强了高校教师的创新行为。研究结果凸显了在机构和个人层面优化促成心流体验的因素对于促进高等教育创新的重要性。
