When good is good: A virtuous circle of self-efficacy and flow at work among teachers

Abstract

The objective of this study was to extend the channel model of flow (Csikszentmihalyi, 1975, 1990) by including self-efficacy as predictor of the challenges-skills combination, and of the flow experience itself, based on the predictions of social cognitive theory (Bandura, 1997, 2001). We conducted a two-wave longitudinal study among 258 secondary school teachers. Results, first, showed that the channel model of flow, including self-efficacy as antecedent of flow, fitted better the data. Secondly, it was observed that the more self-efficacy the more flow frequency and higher levels of challenge and skills which, in turn, predicted flow over time. Moreover, the influence of self-efficacy on flow over time was mediated by subjects' perception of the challenges and skills combination. Finally, we discuss the theoretical and practical implications of integrating flow theory into the social cognitive theory.