Abstract
ABSTRACT The dynamics of flow occurrence – an experience of absorbed attention and joyful engagement in ongoing activity – over time needs further exploration, especially in educational settings. To this purpose, data were collected across three years among school staff (baseline N = 327) in New South Wales, Australia, with the aim to test perceived strengths use, strengths knowledge, and positive climate as predictors of flow at work, and positive climate as a moderator of the relationship between strengths use/knowledge and flow. Findings showed that strengths use/knowledge and positive climate consistently predicted more flow at work, but the moderation effect was non-significant. We suggest that while perceived positive climate reflects the macro-contextual conditions helpful for flow to occur, individual level contextual factors that might synergistically interact with strengths use/knowledge are yet to be identified. Future research should include both macro and micro contextual factors that impact upon the flow experience.
Published Version
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