النمذجة البنائية للعلاقات السببية بين التدفق المعرفي والازدهار النفسي والإبداع الانفعالي لدى طلاب الجامعة
The current research aimed to investigate the relationship between cognitive flow, psychological flourishing, and emotional creativity, to explore the best structural model that explains the causal relationships between these variables, and to determine the student's level at the Faculty of Education in the three research variables (the cognitive flow, psychological flourishing, and emotional creativity). In addition, it aimed to identify the differences in their level due to gender (male-female), specialization (scientific-literary), and specialization. The research sample consisted of (288) male and female students from the Faculty of Education at Minia University. The cognitive flow scale, the emotional creativity scale (prepared by the researchers), and the psychological flourishing scale (by Deiner et al., 2010) were applied to them. The descriptive-analytical research methodology was utilized in the current research. Results demonstrated that there was a statistically significant positive correlation among the research variables. It also revealed the possibility of predicting emotional creativity in the light of the dimensions of cognitive flow (a sense of control - self-enjoyment - clarity of perceived goals). In addition, results demonstrated the possibility of predicting psychological flourishing in light of the dimensions of cognitive flow (clarity of perceived goals - engagement and concentration - a sense of control). The study also showed the complete conformity of the proposed structural model with the simple correlation matrix. Besides, a direct positive causal effect of the cognitive flow variable on psychological flourishing was revealed. There was also direct and indirect positive causal effect of the cognitive flow variable on emotional creativity. Moreover, the level of students in the variables of cognitive flow and emotional creativity was moderate and psychological flourishing was high. Finally, there were no statistically significant differences between male and female students in the research variable, and there were no statistical differences in the students' level due to specialization (scientific and literary) and their interactions. (Published abstract)