The Relationship between Academic Flow and Academic Well-being among Students of the College of Basic Education in Light of Gender and Academic Achievement Level

Document Type : Original Article

Authors

1 Department of Psychology, College of Basic Education, Public Authority for Applied Education and Training, Kuwait

2 Department of Psychology, College of Basic Education, Public Authority for Applied Education and Training, Kuwait.

Abstract

This study aimed to assess the levels of both academic flow and academic well-being, examine the nature of the correlation between them, investigate gender-based differences, and evaluate their contribution to predicting academic achievement. The study sample consisted of 857 male and female students from the College of Basic Education in Kuwait, selected through convenience sampling. Participants completed the Academic Flow Scale developed by Bakker et al. (2017), translated and standardized by Alharbi (2021), and the Academic Well-being Scale designed by Stockinger, Vogl, & Pekrun (2023), prepared by the researcher. Results indicated that students exhibited a moderate level of academic flow and a high level of academic well-being. A statistically significant positive, moderately strong correlation was found between academic flow and academic well-being. No statistically significant differences were observed in academic well-being and academic flow based on gender. However, academic well-being alone was a statistically significant predictor of academic achievement. Based on these findings, the study recommends focusing on measuring students' academic well-being, including both subjective and objective indicators, and enhancing university training methods to foster academic flow, engagement, and enjoyment in studies. Additionally, psychological and educational counseling is recommended for students with low academic flow.

Keywords

References

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