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İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ

Year 2017, Volume: 1 Issue: 2, 117 - 128, 31.12.2017

Abstract

Bu
çalışma son on yıldır oldukça popüler olan iş akış deneyimi ile beş faktör kişilik
özellikleri modeli arasındaki ilişkiyi incelemeyi amaçlamaktadır. Beş Faktör
Kişilik Özellikleri modeli, dışa dönüklük, duygusal dengelilik, yumuşak
başlılık (uyumluluk), sorumluluk (öz disiplin) ve deneyime açıklıktan
oluşmaktadır. Bu doğrultuda Ege ve Akdeniz bölgelerinde sosyal bilimler
alanında çalışan 120 akademik personelden anket yöntemiyle veri toplanmıştır.
Verilerin analizinde, doğrulayıcı faktör analizi, açımlayıcı faktör analizi,
korelasyon ve çoklu doğrusal regresyon analizleri kullanılmıştır. Analizlerin
sonucunda iş akış deneyimi ile sorumluluk ve dışa dönüklük kişisel
özelliklerinin pozitif yönlü anlamlı ilişkiye sahip olduğu tespit edilmiştir.
Yumuşak başlılık kişilik özelliği ile iş akış deneyimi arasında anlamlı bir
ilişki bulunmadığı belirlenmiştir. Duygusal denge ve deneyime açıklık boyutları
ise test edilememiştir.

References

  • Abuhamdeh, S. (2000). The autotelic personality: An exploratory investigation. Unpublished manuscript, University of Chicago.
  • Asakawa, K. (2004), Flow experience and autotelic personality in Japanese college students: How do they experience challenges in everyday life?, Journal of Happiness Studies, (5): 123-154.
  • Asakawa, K. (2010), Flow experience, culture, and well-being: How do autotelic Japanese college students feel, behave, and think in their daily lives?, Journal of Happiness Studies, (11): 205-223.
  • Bakker, A. (2007), The Work-Related Flow Inventory: Construction and Initial Validation of the WOLF, Journal of Vocational Behavior, (72): 400-414.
  • Barrick, M. R., ve Mount, M. K. (1991). The big five personality dimensions and job performance: a meta‐analysis. Personnel psychology, 44(1), 1-26.
  • Bassi, M., ve Delle Fave, A. (2004), Adolescence and the changing context of optimal experience in time: Italy 1986-2000, Journal of Happiness Studies, (5): 155-179.
  • Baumann, N. (2012). Autotelic Personality. Engeser S. (Ed.), İçinde Advances in Flow Research, Springer ScienceBusiness Media:. 155-186.
  • Burke, R.J. (2010), Flow, Work Satisfaction and Psychological Well-Being at the Work Place, The IUP Journal of Soft Skills, 4(1): 37-48.
  • Bye, D., Pushkar, D., ve Conway, M. (2007). Motivation, interest,and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, (57): 141-158.
  • Cermakova, L., Moneta, G. B., ve Spada, M. M. (2010). Dispositional flow as a mediator of the relationships between attentional control and approaches to studying during academic examination preparation. Educational Psychology, 30(5), 495-511.
  • Csikszentmihalyi, M. (1975), Beyond boredom and anxiety, Jossey-Bass Publishers, San Francisco.
  • Csikszentmihalyi, M. (1990), Flow: The Psychology of Optimal Experience, Harper Collins Modern Classics, NewYork.
  • Csiskzentmihalyi,M. (2003), Good Business, Viking, NewYork.
  • Csikszentmihalyi, M., ve Csikszentmihalyi, I. (1992), Optimal experience: Psychological studies of flow in consciousness, Cambridge Univ Press. New York
  • Csikszentmihalyi,M., ve LeFevre, J. (1989), Optimal experience inwork and leisure, Journal of Personality and Social Psychology, 56(5):815-822.
  • Csikszentmihalyi, M., (2005), Akış Mutluluk Bilimi, çev. Sema Kunt Akbaş, HYB yayıncılık, Ankara.
  • Delle Fave, A., ve Massimini, F. (2003). Optimal experience in work and leisure among teachers and physicians: Individual and bio‐cultural implications. Leisure Studies, 22(4), 323-342.
  • Fong, C. J., Zaleski, D. J., ve Leach, J. K. (2014). The challenge-skill balance and antecedents of flow: A meta-analytic investigation. The Journal of Positive Psychology: 1-22.
  • Fritz, B. S., ve Avsec, A. (2007). The experience of flow and subjective well-being of music students. Horizons of Psychology, 16(2), 5-17.
  • Goldberg, L., ve Saucier, G. (1996). Evidence for the Big Five in analyses of familiar English personality adjectives. European Journal of Personality, 10, 61-77.
  • Gosling SD, Rentfrow PJ, Swann WB Jr. (2003), A very brief measure of the Big Five personality domains. J Res in Pers, (37):504-528
  • Hager, P.L., (2015), Flow and Five Factor Model (FFM) of Personality Characteristics, Dissertataion, Unıversity of Missouri, Kansas City.
  • House, R.J. ve Rizzo, J.R. (1972), Role Conflict and Ambiguity as Critical Variables in Model of Organizational Behavior, Organizational Behavior and Human Performance, (7): 467-505.
  • Jin, S. A. A. (2011). “I feel present. Therefore, I experience flow:” A structural equation modeling approach to flow and presence in video games. Journal of Broadcasting ve Electronic Media, 55(1), 114-136. doi: 10.1080/08838151.2011.546248
  • Kalaycı, Şeref (2010). Spss Uygulamalı Çok Değişkenli İstatistik Teknikleri. 5. Baskı, Asil Yayın Dağıtım Ltd. Şti: Ankara
  • Lazarus, R. S., Kanner, A. D., ve Folkman, S. (1980), Emotions: A cognitive-phenomenological analysis. R. Plutchnik, ve H. Kellerman (der.), Theories of emotion. Emotion. Theory, research, and experience İçinde, New York: Academic, (1): 189-217.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5- 14.
  • McCrae, R., ve Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81-90.
  • McCrae, R., ve John, O. (1992). An introduction to the five factor model and its applications. Journal of Personality, 60(2), 175-215.
  • Meydan, C.H. ve Şeşen, H. (2015). Yapısal Eşitlik Modellemesi AMOS Uygulamalar. Detay Yayıncılık:Ankara.
  • Mills, M. J., ve Fullagar, C. J. (2008). Motivation and flow: Toward an understanding of the dynamics of the relation in architecture students. The Journal of psychology, 142(5), 533-556.
  • Moneta, G. (2004), The flow model of intrinsic motivation in Chinese: Cultural and personal moderators, Journal of Happiness Studies, (5): 181-217.
  • Nakamura, J. ve Csikszentmihalyi, M. (2005), The Concept of Flow. , C.R. ve Lopez, S.J. (der), Handbook of Positive Psychology, Snyder Oxford: Oxford University Press: 89-105.
  • Peifer, C., Schulz, A., Schächinger, H., Baumann, N. ve Antoni, C.H. (2014). The relation of flow-experience and physiological arousal under stress- Can u shape it?. Journal of Experimental Social Psychology (53): 62-69.
  • Prescott, S., Csikszentmihalyi, M., ve Graef, R. (1981). Environmental effects on cognitive and affective states: The experiential time sampling approach. Social Behavior and Personality, (9): 23-32.
  • Ross, S. R., ve Keiser, H. N. (2014), Autotelic personality through a five-factor lens:Individual differences in flow-propensity. Personality and Individual Differences, (59): 3-8.
  • Ullen, F., Manzano, O., Almeida, R., Magnusson, P. K. E., Pedersen, N. L., Nakamura, J., Csikszentmihalyi, M., ve Madison, G. (2012), Proneness for psychological flow in everyday life: Associations with personality and intelligence, Personality and Individual Differences, (52): 167-172.
  • Weimar, D. (2005). Stress und Flow-Erleben. Eine empirische Untersuchung zur Bedeutung von Kognitionen, Emotionen und Motivation bei Lehramtsstudierenden, Referendaren und Lehrern [Stress and flow-experience. An empirical investigation of the meaning of cognitions, emotions and motivation in teachers and teachers-in-training]. Berlin: Logos.
Year 2017, Volume: 1 Issue: 2, 117 - 128, 31.12.2017

Abstract

References

  • Abuhamdeh, S. (2000). The autotelic personality: An exploratory investigation. Unpublished manuscript, University of Chicago.
  • Asakawa, K. (2004), Flow experience and autotelic personality in Japanese college students: How do they experience challenges in everyday life?, Journal of Happiness Studies, (5): 123-154.
  • Asakawa, K. (2010), Flow experience, culture, and well-being: How do autotelic Japanese college students feel, behave, and think in their daily lives?, Journal of Happiness Studies, (11): 205-223.
  • Bakker, A. (2007), The Work-Related Flow Inventory: Construction and Initial Validation of the WOLF, Journal of Vocational Behavior, (72): 400-414.
  • Barrick, M. R., ve Mount, M. K. (1991). The big five personality dimensions and job performance: a meta‐analysis. Personnel psychology, 44(1), 1-26.
  • Bassi, M., ve Delle Fave, A. (2004), Adolescence and the changing context of optimal experience in time: Italy 1986-2000, Journal of Happiness Studies, (5): 155-179.
  • Baumann, N. (2012). Autotelic Personality. Engeser S. (Ed.), İçinde Advances in Flow Research, Springer ScienceBusiness Media:. 155-186.
  • Burke, R.J. (2010), Flow, Work Satisfaction and Psychological Well-Being at the Work Place, The IUP Journal of Soft Skills, 4(1): 37-48.
  • Bye, D., Pushkar, D., ve Conway, M. (2007). Motivation, interest,and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, (57): 141-158.
  • Cermakova, L., Moneta, G. B., ve Spada, M. M. (2010). Dispositional flow as a mediator of the relationships between attentional control and approaches to studying during academic examination preparation. Educational Psychology, 30(5), 495-511.
  • Csikszentmihalyi, M. (1975), Beyond boredom and anxiety, Jossey-Bass Publishers, San Francisco.
  • Csikszentmihalyi, M. (1990), Flow: The Psychology of Optimal Experience, Harper Collins Modern Classics, NewYork.
  • Csiskzentmihalyi,M. (2003), Good Business, Viking, NewYork.
  • Csikszentmihalyi, M., ve Csikszentmihalyi, I. (1992), Optimal experience: Psychological studies of flow in consciousness, Cambridge Univ Press. New York
  • Csikszentmihalyi,M., ve LeFevre, J. (1989), Optimal experience inwork and leisure, Journal of Personality and Social Psychology, 56(5):815-822.
  • Csikszentmihalyi, M., (2005), Akış Mutluluk Bilimi, çev. Sema Kunt Akbaş, HYB yayıncılık, Ankara.
  • Delle Fave, A., ve Massimini, F. (2003). Optimal experience in work and leisure among teachers and physicians: Individual and bio‐cultural implications. Leisure Studies, 22(4), 323-342.
  • Fong, C. J., Zaleski, D. J., ve Leach, J. K. (2014). The challenge-skill balance and antecedents of flow: A meta-analytic investigation. The Journal of Positive Psychology: 1-22.
  • Fritz, B. S., ve Avsec, A. (2007). The experience of flow and subjective well-being of music students. Horizons of Psychology, 16(2), 5-17.
  • Goldberg, L., ve Saucier, G. (1996). Evidence for the Big Five in analyses of familiar English personality adjectives. European Journal of Personality, 10, 61-77.
  • Gosling SD, Rentfrow PJ, Swann WB Jr. (2003), A very brief measure of the Big Five personality domains. J Res in Pers, (37):504-528
  • Hager, P.L., (2015), Flow and Five Factor Model (FFM) of Personality Characteristics, Dissertataion, Unıversity of Missouri, Kansas City.
  • House, R.J. ve Rizzo, J.R. (1972), Role Conflict and Ambiguity as Critical Variables in Model of Organizational Behavior, Organizational Behavior and Human Performance, (7): 467-505.
  • Jin, S. A. A. (2011). “I feel present. Therefore, I experience flow:” A structural equation modeling approach to flow and presence in video games. Journal of Broadcasting ve Electronic Media, 55(1), 114-136. doi: 10.1080/08838151.2011.546248
  • Kalaycı, Şeref (2010). Spss Uygulamalı Çok Değişkenli İstatistik Teknikleri. 5. Baskı, Asil Yayın Dağıtım Ltd. Şti: Ankara
  • Lazarus, R. S., Kanner, A. D., ve Folkman, S. (1980), Emotions: A cognitive-phenomenological analysis. R. Plutchnik, ve H. Kellerman (der.), Theories of emotion. Emotion. Theory, research, and experience İçinde, New York: Academic, (1): 189-217.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5- 14.
  • McCrae, R., ve Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81-90.
  • McCrae, R., ve John, O. (1992). An introduction to the five factor model and its applications. Journal of Personality, 60(2), 175-215.
  • Meydan, C.H. ve Şeşen, H. (2015). Yapısal Eşitlik Modellemesi AMOS Uygulamalar. Detay Yayıncılık:Ankara.
  • Mills, M. J., ve Fullagar, C. J. (2008). Motivation and flow: Toward an understanding of the dynamics of the relation in architecture students. The Journal of psychology, 142(5), 533-556.
  • Moneta, G. (2004), The flow model of intrinsic motivation in Chinese: Cultural and personal moderators, Journal of Happiness Studies, (5): 181-217.
  • Nakamura, J. ve Csikszentmihalyi, M. (2005), The Concept of Flow. , C.R. ve Lopez, S.J. (der), Handbook of Positive Psychology, Snyder Oxford: Oxford University Press: 89-105.
  • Peifer, C., Schulz, A., Schächinger, H., Baumann, N. ve Antoni, C.H. (2014). The relation of flow-experience and physiological arousal under stress- Can u shape it?. Journal of Experimental Social Psychology (53): 62-69.
  • Prescott, S., Csikszentmihalyi, M., ve Graef, R. (1981). Environmental effects on cognitive and affective states: The experiential time sampling approach. Social Behavior and Personality, (9): 23-32.
  • Ross, S. R., ve Keiser, H. N. (2014), Autotelic personality through a five-factor lens:Individual differences in flow-propensity. Personality and Individual Differences, (59): 3-8.
  • Ullen, F., Manzano, O., Almeida, R., Magnusson, P. K. E., Pedersen, N. L., Nakamura, J., Csikszentmihalyi, M., ve Madison, G. (2012), Proneness for psychological flow in everyday life: Associations with personality and intelligence, Personality and Individual Differences, (52): 167-172.
  • Weimar, D. (2005). Stress und Flow-Erleben. Eine empirische Untersuchung zur Bedeutung von Kognitionen, Emotionen und Motivation bei Lehramtsstudierenden, Referendaren und Lehrern [Stress and flow-experience. An empirical investigation of the meaning of cognitions, emotions and motivation in teachers and teachers-in-training]. Berlin: Logos.
There are 38 citations in total.

Details

Subjects Economics
Journal Section Articles
Authors

Meryem Derya Yeşiltaş

Murat Türk

Publication Date December 31, 2017
Published in Issue Year 2017 Volume: 1 Issue: 2

Cite

APA Yeşiltaş, M. D., & Türk, M. (2017). İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ. Osmaniye Korkut Ata Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, 1(2), 117-128.
AMA Yeşiltaş MD, Türk M. İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ. Osmaniye Korkut Ata Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. December 2017;1(2):117-128.
Chicago Yeşiltaş, Meryem Derya, and Murat Türk. “İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ”. Osmaniye Korkut Ata Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi 1, no. 2 (December 2017): 117-28.
EndNote Yeşiltaş MD, Türk M (December 1, 2017) İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ. Osmaniye Korkut Ata Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 1 2 117–128.
IEEE M. D. Yeşiltaş and M. Türk, “İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ”, Osmaniye Korkut Ata Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, vol. 1, no. 2, pp. 117–128, 2017.
ISNAD Yeşiltaş, Meryem Derya - Türk, Murat. “İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ”. Osmaniye Korkut Ata Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 1/2 (December 2017), 117-128.
JAMA Yeşiltaş MD, Türk M. İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ. Osmaniye Korkut Ata Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. 2017;1:117–128.
MLA Yeşiltaş, Meryem Derya and Murat Türk. “İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ”. Osmaniye Korkut Ata Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, vol. 1, no. 2, 2017, pp. 117-28.
Vancouver Yeşiltaş MD, Türk M. İŞ AKIŞ KURAMI VE BEŞ FAKTÖR KİŞİLİK MODELİ. Osmaniye Korkut Ata Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. 2017;1(2):117-28.