AUTHOR=Wang Xiaoxiao 

TITLE=The relationship between flow experience and teaching well-being of university music teachers: The sequential mediating effect of work passion and work engagement

JOURNAL=Frontiers in Psychology

VOLUME=13

YEAR=2022

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.989386

DOI=10.3389/fpsyg.2022.989386

ISSN=1664-1078

ABSTRACT=<sec><title>Objective</title><p>The purpose of this study was to investigate the relationship between work passion and work engagement among university music teachers in flow experience and teaching well-being.</p></sec><sec><title>Methods</title><p>Three hundred forty-three university music teachers were tested by using the Flow State Scale, Teacher Well-Being Scale, Work Passion Scale, and Work Engagement Scale.</p></sec><sec><title>Results</title><p>University music teachers’ flow experience can predict teaching well-being (<italic>β</italic> = 0.248, <italic>p</italic> &lt; 0.001). University music teachers’ flow experience has an indirect impact on teaching well-being through work passion (<italic>β</italic> = 0.257, <italic>p</italic> = 0.005), and university music teachers’ flow experience has an indirect impact on teaching well-being through work engagement (<italic>β</italic> = 0.144, <italic>p</italic> = 0.018). In addition, work passion and work engagement play a chain-mediating role between university music teachers’ flow experience and teaching well-being (<italic>β</italic> = 0.134, <italic>p</italic> = 0.001).</p></sec><sec><title>Conclusion</title><p>Work passion and work engagement play a sequential mediating role between university music teachers’ flow experience and teaching well-being.</p></sec>