التدفق النفسي و علاقته بقلق المستقبل المهني و استراتيجيات مواجهة الضغوط لدى الطلاب المعلمين ببرنامج التربية الخاصة

Abstract EN

The present study aimed at revealing the relationship between psychological flow and future career anxiety and stress coping strategies among student teachers in the Special Education Program at Faculty of Education, Mansoura University.

The research community comprised 602 male and female students to whom three measures prepared by the researcher, were applied.

The study found that the level of psychological flow and future career anxiety of the target students was markedly average.

Also, there was a significant inverse relationship between psychological flow and future career anxiety.

Furthermore, there were statistically significant differences among students with high and low psychological flow as well as high and low future career anxiety in the strategies of effective confrontation and logical analysis in favor of students with high psychological flow, and in favor of students with low future career anxiety.

Likewise, there were statistically significant differences among students with high and low psychological flow and those with high and low future career anxiety in all negative strategies in favor of students with low psychological flow, and in favor of students with high future career anxiety.

Statistically ssignificant differences were also found between male and female students in all the dimensions of psychological flow and total score in favor of female students, except for three dimensions.

In addition, there were statistically significant differences in the dimension of low income feeling and profession-motivated social status as one of the dimensions of future career anxiety in favor of male students.

Similarly, statistically significant differences were found between male and female students in the strategies of effective confrontation and logical analysis, and in the total score of positive strategies in favor of female students, and in the strategy of self- and others-blaming in favor of male students.

Yet there were no statistically significant differences attributable to students' grades in stress comping, and in all the dimensions of psychological flow, except after facing challenges as the differences were in favor of the third-grade students, and in favor of the fourth-grade students in the variable of future career anxiety.

Equally important, there were statistically significant differences as far as students' specialization is considered.

Such differences were noted in three dimensions of psychological flow and in the total score in favor of the specialization of learning difficulties, and in the strategy of help seeking in favor of the specialization auditory learning difficulties.

Finally, findings affirmed the possibility of predicting stress comping strategies based on the exploration of psychological flow and future career anxiety.