The Mediating Effect of Learning Flow between Psychological Capital and Creativity among Pre-Service Elementary Teachers
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The purpose of this study was to examine the mediating effect of learning flow between psychological capital and creativity among pre-service elementary teachers. In order to accomplish this purpose, this study gathered the data of 280 undergraduate students from two national education universities in Korea. The major findings of this study appeared as follows: First, psychological capital (r=.64) and learning flow (r=.55) were positively correlated with creativity. Second, psychological capital was responsible for 41% of creativity and the relative influence of these components on creativity was self-efficacy (β=.25), hope (β=.22), optimism (β=.20), and resilience (β=.12). In addition, three components of learning flow explained 42% of creativity. Specifically, the challenge-skill balance (β=.45), loss of self-consciousness (β=.22), and autotelic experience (β=.16) predicted creativity. Finally, learning flow had a partial mediating effect in the relationship between psychological capital and creativity. Psychological capital predicted creativity both directly and indirectly through the mediating role of learning flow. Implications for future research and practice were also discussed.
Abstract
The purpose of this study was to examine the mediating effect of learning flow between psychological capital and creativity among pre-service elementary teachers. In order to accomplish this purpose, this study gathered the data of 280 undergraduate students from two national education universities in Korea. The major findings of this study appeared as follows: First, psychological capital (r=.64) and learning flow (r=.55) were positively correlated with creativity. Second, psychological capital was responsible for 41% of creativity and the relative influence of these components on creativity was self-efficacy (β=.25), hope (β=.22), optimism (β=.20), and resilience (β=.12). In addition, three components of learning flow explained 42% of creativity. Specifically, the challenge-skill balance (β=.45), loss of self-consciousness (β=.22), and autotelic experience (β=.16) predicted creativity. Finally, learning flow had a partial mediating effect in the relationship between psychological capital and creativity. Psychological capital predicted creativity both directly and indirectly through the mediating role of learning flow. Implications for future research and practice were also discussed.
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