Direct and Indirect Effects of Academic Flow Resulting from Perceived Teacher Support, Openness to Experience, and Agreeableness through Conscientiousness

Mohamed, Mohamed Ibrahim Mohamed

doi:10.21608/mathj.2021.148489

Direct and Indirect Effects of Academic Flow Resulting from Perceived Teacher Support, Openness to Experience, and Agreeableness through Conscientiousness

Document Type : Original Article

Author

Mohamed Ibrahim Mohamed Mohamed

10.21608/mathj.2021.148489

Abstract

The current research aimed at revealing the direct and indirect effects of perceived teacher support, openness to experience, agreeableness (as independent variables), and conscientiousness (as a mediate variable) on the academic flow (as a dependent variable). For data collection, the perceived teacher support scale, the big five factors for personality scale, and the academic flow scale were applied on a sample of (270) male and female students in the Faculty of Education, Minia University. Results revealed that there were positive correlations between the targeted variables and that there were direct effects for perceived teacher support, openness to experience, and agreeableness on the academic flow and conscientiousness. Also, conscientiousness was a partial mediator variable between the perceived teacher support and academic flow, openness to experience and academic flow; and a total mediator variable between agreeableness and academic flow. Furthermore, there were indirect effects of the perceived teacher support, openness to experience, and agreeableness on academic flow through conscientiousness. Besides, the results of matching indicators demonstrated the goodness of fit of the proposed model. The researcher recommends the importance of developing students' awareness with teacher support and the necessity of developing some personality traits such as conscientiousness, agreeableness, and openness to experience to help students achieving the academic flow experience that improves the quality of education.

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