نویسندگان:
عزت اله قدم پور1 ، شیرین امامی آل آقا2 ، عرفان بهرامی3 .1استاد گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران.
2گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران
3گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران
چکیده فارسی: هدف از این پژوهش، بررسی رابطۀ ارضای نیاز خودمختاری و درگیری شغلی، نقش میانجی تجربۀ غرقگی و شایستگی دیجیتال در معلمان بود. پژوهش حاضر بر اساس ماهیت، توصیفی - همبستگی از نوع مدلیابی معادلات ساختاری بود. جامعۀ آماری پژوهش شامل تمامی معلمان شهر کرمانشاه در سال ۱۴۰۴-۱۴۰۳ بودند. تعداد ۴۶۳ نفر از معلمان به روش نمونهگیری در دسترس بهعنوان نمونه وارد تحلیل نهایی شدند. برای گردآوری دادهها از زیرمقیاس خودمختاری پرسشنامۀ نیازهای بنیادین روانشناختی دسی و ریان، درگیری شغلی کانانگو، شایستگی دیجیتال سوریانو - آلکانترا و همکاران و غرقگی مارتین و جکسون استفاده گردید. دادهها با استفاده از همبستگی پیرسون و مدلیابی معادلات ساختاری تحلیل شدند. یافتهها نشان داد که خودمختاری بر درگیری شغلی، غرقگی و شایستگی دیجیتال اثر مستقیم، مثبت و معنادار؛ غرقگی و شایستگی دیجیتال بر درگیری شغلی اثر مستقیم، مثبت و معنادار و خودمختاری از طریق غرقگی و شایستگی دیجیتال بر درگیری شغلی اثر غیر مستقیم، مثبت و معنادار دارد. با توجه به یافتهها توصیه میشود که از نتایج یادشده برای برگزاری کارگاههایی در خصوص افزایش درگیری شغلی معلمان استفاده شود.
Investigating the relationship between Autonomy Satisfaction and Job Involvement: the mediating roles of Flow Experience and Digital Competence
English Abstract: The present study aimed to investigate the relationship between the satisfaction of the need for autonomy and job involvement, with the mediating roles of flow experience and digital competence among teachers. The methodological approach was descriptive-correlational, utilizing structural equation modeling for data analysis. The statistical population comprised all teachers in Kermanshah city during the academic year 2024-2025. A sample of 463 teachers was selected using convenience sampling and included in the final analysis. Data were collected using the autonomy subscale of Deci & Ryan's Basic Psychological Needs Scale, Kanungo's Job Involvement Questionnaire, Soriano-Alcantara et al.'s Digital Competence Scale, and Martin & Jackson's Flow Questionnaire. Data were analyzed using Pearson correlation and structural equation modeling. The findings indicated that autonomy had a direct, positive, and significant effect on job involvement, flow, and digital competence. Moreover, flow experience and digital competence had a direct, positive, and significant impact on job involvement. These findings indicate that flow experience and digital competence significantly mediate the positive relationship between autonomy and job involvement. Based on these findings, it is recommended that the results be utilized to develop workshops aimed at increasing teachers' job involvement. Introduction Despite the pressures and challenges of the teaching profession, job involvement acts as a protective factor that helps teachers continue their educational mission (Søren, 2023). Grant et al. (2020) define teacher autonomy as one of the influential factors on job involvement, referring to a teacher's ability to control themselves and their work environment (Embalzado et al., 2025; Kairaku et al., 2024). Flow experience can act as a mediator between autonomy and job involvement. It means that when teachers have more freedom and choice, they can select activities that align more closely with their interests and skills, leading to a state of flow. The repeated experience of absorption and enjoyment resulting from flow will lead to increased job involvement (Tian et al., 2022; McQueen et al., 2020). Another essential factor influencing job involvement is the development of digital competence, which itself can be influenced by the satisfaction of the need for autonomy (Zeng, 2023). Here, digital competence acts as a mediator: the feeling of empowerment, efficacy, and general autonomy can increase individuals' willingness to experience and develop digital competence, leading to increased vitality and energy, more profound dedication and commitment, and greater absorption in work (Zhao et al., 2021). Therefore, the core hypothesis of this research is that flow experience and digital competence mediate the relationship between the satisfaction of the need for autonomy and job involvement Methodology The present research employed a descriptive-correlational method, specifically structural equation modeling. The statistical population for this study comprised all teachers in Kermanshah city during the 2024-2025 academic year. The sample size was estimated to be 480 individuals, accounting for potential attrition, and they were selected using convenience sampling. After data collection, incomplete responses were discarded. Ultimately, 463 complete questionnaires (255 women, 208 men) were analyzed using structural equation modeling in SPSS-26 and AMOS-24. Data were collected using four validated questionnaires. Autonomy was measured using the relevant subscale from Deci and Ryan's (2000) Basic Psychological Needs Scale (BPNS-S). In this study, the Autonomy subscale was utilized. This scale is scored on a 7-point Likert scale. In the present study, the reliability of the Autonomy subscale, estimated using Cronbach's alpha, was 0.84. Job Involvement Questionnaire (JIQ): This questionnaire was designed by Kanungo (1982). This questionnaire has 10 items. Items are rated on a 5-point Likert scale. In the present study, the reliability of the instrument, estimated using Cronbach's alpha, was 0.85. Digital Competence Scale (DCS): This 20-item scale, developed by Soriano-Alcantara et al. (2025), measures digital competence across six subscales: Data Management and Transfer Skills, Software and Hardware Skills, Web Browse Skills, Word Processing Skills, Data Processing and Management Skills, and Multimedia Presentation Design Skills. Items are rated on a 7-point Likert scale. The internal consistency, measured by Cronbach's alpha in the present study, was 0.80. The Academic Flow Scale (AFS), developed by Martin and Jackson (2008), was used to measure flow. This scale comprises 9 items rated on a 5-point Likert scale. In the present study, the Cronbach's alpha coefficient for this scale was 0.87. Results Among the 463 participants included in the final analysis, 255 (55.1%) were women and 208 (44.9%) were men. The results of the structural equation model analysis are presented in Figure 1. The modified model demonstrated acceptable fit indices. The results of the path coefficient analysis showed that autonomy had a direct, positive, and significant effect on job involvement, flow, and digital competence. Flow had a direct, positive, and significant effect on job involvement. Digital competence had a direct, positive, and significant impact on job involvement. Furthermore, autonomy had a significant positive indirect impact on job involvement through flow, and autonomy also had a significant positive indirect effect on job involvement through digital competence. Discussion and conclusion The results of this study indicate that the satisfaction of the need for autonomy in teachers, as a fundamental psychological need, is significantly related to their job involvemen. This indicates that higher levels of perceived teacher autonomy are associated with greater job involvement. This relationship is strengthened not only by increased intrinsic motivation and responsibility among teachers but also by allowing them to enhance their professional identity. Moreover, the present study confirms that flow experience (a state of deep and enjoyable concentration in work) and digital competence play important mediating roles in this relationship. In other words, greater autonomy leads to more frequent experiences of flow, which in turn increases job involvement. Additionally, teachers with higher autonomy are more inclined to acquire digital competence, and these skills are essential tools for effectively exercising autonomy and enhancing their job involvement in the current educational environment. These findings provide valuable insights for educational policies aimed at improving teacher performance and job satisfaction. However, future research needs to address limitations such as self-report bias and incomplete control over contextual factors by employing mixed methods and examining moderating variables.