مستوى التدفق النفسي وعلاقته بالإنجاز الأكاديمي لدى طالبات قسم العلوم التربوية والنفسية بكلية التربية طرابلس

Abstract

This study aimed to identify the level of psychological flow and its relationship with academic achievement among female students of the Department of Educational and Psychological Sciences at the Faculty of Education, University of Tripoli, in light of the increasing interest in positive psychology and its role in enhancing academic and psychological performance . The study was based on the observation of noticeable differences in academic achievement among students despite the similarity of educational conditions, It was assumed that psychological flow represents one of the influential factors contributing to this variation, as it plays an essential role in enhancing concentration, motivation, and positive engagement in academic tasks . The study adopted the descriptive correlational method and was conducted on a sample of female students from the Department of Educational and Psychological Sciences, Data were collected using a Psychological Flow Scale, after verifying its validity, in addition to using the cumulative grade point average (GPA) as an indicator of academic achievement. The study sought to identify the level of psychological flow, the level of academic achievement, and the nature of the relationship between them, The results revealed a statistically significant positive correlation between psychological flow and academic achievement, indicating that higher levels of psychological flow are associated with higher levels of academic performance among students. The findings also highlighted the importance of psychological flow in enhancing concentration, increasing motivation, and promoting enjoyment during learning, which positively reflects on academic achievement. In light of these results, the study recommended the importance of fostering psychological flow among students by providing a supportive educational environment, adopting motivating teaching strategies, and encouraging activities that enhance positive engagement in learning. The study also opens the door for future research to examine psychological flow in relation to other psychological and educational variables, contributing to the development of the educational process and improving students’ academic performance .