engleski

What contributes to students academic flourishing during studying at university

Background and Aims: Flourishing (combining both hedonic and eudaimonc well-being) is seen by many as being congruent with the purposes of higher education both at societal and individual level. However, research in higher education predominantly focus on academic performance and graduation rates, neglecting students’ well-being during studying. In order to fill this gap in the literature, the aims of the study was to assess levels of academic flourishing in students according to their year of study, and the extent to which their personality, academic flow experiences and teachers behavior are related to their academic flourishing. Method: 126 psychology students (first to fifth year of study) from Croatian Catholic University participated in the study. The following measures were applied: Academic Flourishing Scale, Proactive Personality Scale, Learning Climate Questionnaire assessing autonomy support from teachers and Study-related Flow Inventory assessing academic flow. Results: There is no evidence that studying itself helps students in their academic psychological flourishing, but studying with experiencing academic flow and autonomy support from teachers were independently associated with higher academic flourishing, even after controlling for proactive personality. Conclusion: Special attention should be devoted to increase students’ autonomy and create conditions for flow experiences to occur in academic domain. Results also suggest that proactive personality was related to flourishing, but mainly because proactive students benefit more from teachers’ autonomy support.

academic flow, academic flourishing, proactive personality, teachers autonomy support

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