![]() ![]() As an important factor in promoting well-being, it is necessary to introduce flow experience into teaching. However, after consulting the relevant literature, we found that the experience of cardiac flow appeared more in the articles of physical exercise ( Jackson, 1996 Srivastava and Mishra, 2015), e-learning environment ( Esteban-Millat et al., 2014), and games ( Chou and Ting, 2003 Klasen et al., 2012), which have relatively few applications in university classrooms. In addition, we also discussed the influence of flow experience on teaching well-being in this study. ![]() Therefore, we can speculate whether university music teachers would have a better effect on teaching quality if they can maintain a sense of happiness in the teaching process. (2005) pointed out in the study that happy people are more likely to work actively toward new goals. Therefore, we believe that research on the well-being of university music teachers is an important gap. Other scholars have also proved that these factors can have an important impact on teachers’ well-being ( Aelterman et al., 2007 Konu et al., 2010).Īlthough research on teachers’ well-being has attracted more and more attention in recent years, most of them focus on non-workers such as patients, children, or adolescents ( Joo and Lee, 2017), and there is still a lack of empirical research on the well-being of university teachers, especially university music teachers. (2015) specifically explained the factors that affect teachers’ well-being in the construction of teachers’ well-being model, including work pressure, organizational pressure, and student behavior-related pressure. Other studies have pointed out that teachers’ well-being is largely affected by job stress and job burnout ( Pakarinen et al., 2010 Spilt et al., 2011). (2012) put forward the viewpoint of workplace well-being, that is, the level of individual well-being depends on satisfaction with the working environment, career development, leadership, and the fit between people and the environment. Teaching well-being is related to many factors. These worrying trends should make us think about teachers’ teaching well-being ( Duckworth et al., 2009 Collie et al., 2012). In fact, many international studies have shown that more than one-third of teachers are under pressure or extreme pressure at work ( Borg et al., 1991 Thomas et al., 2003 Geving, 2007). Moreover, teachers with high well-being can maintain a better relationship with students, which is more conducive to stimulating students’ learning motivation and promoting students’ development ( Anderson et al., 2004). For example, through music education, teachers can help students gradually establish correct values, philosophies, and healthy psychological quality, and can also cultivate students’ aesthetic interest, good quality, sense of honor, enterprising spirit, and intellectuality ( Wang, 2011). Especially, the teaching profession is a meaningful and influential work ( Collie et al., 2015). Therefore, work can be used as a source of personal well-being, achievement, and satisfaction ( Myers and Diener, 1995 Angner, 2010 Kahneman and Riis, 2012). Work can help individuals build good social relations, cultivate a sense of identity, and provide individuals with opportunities to contribute to social development ( Savickas, 2005 Blustein, 2006). In addition, work passion and work engagement play a chain-mediating role between university music teachers’ flow experience and teaching well-being ( β = 0.134, p = 0.001).Ĭonclusion: Work passion and work engagement play a sequential mediating role between university music teachers’ flow experience and teaching well-being. University music teachers’ flow experience has an indirect impact on teaching well-being through work passion ( β = 0.257, p = 0.005), and university music teachers’ flow experience has an indirect impact on teaching well-being through work engagement ( β = 0.144, p = 0.018). Results: University music teachers’ flow experience can predict teaching well-being ( β = 0.248, p < 0.001). Methods: 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. Objective: 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. ![]()
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