Differences among thought, internal motivation and flow according to their optimism levels in daily lives Jang Kee-duck1, Park Sung-Joo2,* 1Professor, Department of Early Childhood Education, Gimcheon University, Korea 2Professor, Department of Psychotherapy & Counseling, Gimcheon University, Korea *Corresponding Author: Sung-Joo Park Professor, Department of Psychotherapy & Counseling, Gimcheon University, Korea Email: loadpsj@gimcheon.ac.kr
Online published on 16 October, 2018. Abstract Background/Objectives The aim of this study was to investigate how different thought, internal motivation, and flow are according to the optimism levels of elementary school teachers.. Method/Statistical Analysis To do this, ESM method was used for 36 teachers of N elementary school in Dalseong-gun, Daegu five times during the workday on the different thought, internal motivation, behavioral tasks and technical recognition scales. The collected data were analyzed by SPSS WIN 20.0. The analysis of the data was carried out in one-way ANOVA and Duncan to find out how their thought, internal motivation, tasks and technology awareness scales differ in groups according to their optimism levels.. Findings First, it was found that the more optimistic, the more positive they think and the less optimistic, the less positive they think. Second, the more optimistic, the more their internal motivations were occurred but the less optimistic, their internal motivations were not occurred. Third, flow depending on their optimism levels weren't shown the significant difference. To sum up, the results shown above that they differ with thought and internal motivation according to levels of optimism, but do not show any differences in terms of flow.. Improvements/Applications It would be good to raise the optimism level of the teachers to motivate themselves internally in positive thoughts and their works. Top Keywords Thought, Internal Motivation, Flow, Optimism level, ESM. Top |