التفاؤل المتعلم والإبداع الانفعالي وعلاقتهما بالتدفق النفسي
Theories of the three variables, namely learned optimism, emotional creativity, and psychological flow have frequently referred to the relationship between them. However, none of them has come out with a clear and accurate framework for this relationship. This research is, therefore, an attempt to present a framework that determines this relationship via solving the following question: what is the nature of relationship between learned optimism and emotional creativity with psychological flow among postgraduate students (pgs)? The research, therefore, would become a step towards the study of positive psychology in general and health psychology in particular. In the light of this, the research would become a point of departure to other researchers who want to investigate further such as, studying these variables both in the Iraqi environment and other Arab environments. The goals that have been set for this study are: 1) Measurement of learned optimism among pgs. 2) Measurement of emotional creativity among pgs. 3) Measurement of psychological flow among pgs. 4) Balancing the differences among pgs in learned optimism according to the following two variables: gender (male or female) and specialization (science or humanities). 5) Balancing the differences among pgs in emotional creativity according to the following two variables: gender (male or female) and specialization (science or humanities). 6) Balancing the differences among pgs in psychological flow according to the following two variables: gender (male or female) and specialization (science or humanities). 7) a) Knowing the relationship between learned optimism and psychological flow among pgs. b) Knowing the relationship between emotional creativity and psychological flow among pgs. 8) Knowing to what extent learned optimism and emotional creativity contribute to psychological flow among pgs. In order to attain the objectives above, the researcher has depended on the following: 1) the adoption of Seligman's measurement to measure learned optimism. The final form of this measurement after the completion of the conditions such as, validity, constancy, and the ability for discrimination has consisted of thirty-eight items distributed over six constituents; they are: personalization good (psg), permanent good (pmg), pervasiveness good (pvg), personalization bad (psb), permanent bad (pmb), and pervasiveness bad (pvb). 2) The adoption of Averill's measurement to measure emotional creativity. The final form of this measurement after the completion of the conditions such as validity, constancy, and the ability for discrimination has consisted of twenty-five items distributed over six constituents; they are preparedness, novelty and effectiveness and authenticity. 3) Designing a measurement that measures psychological flow. The final form of this measurement after the completion of the conditions such as validity, constancy, and the ability for discrimination has consisted of thirty-one items distributed over nine constituents; they are: auto telic personalities, clear goals, challenge-skill balance, concentration, situation or activity control, unambiguous feedback, action-awareness merging, transformation of time, and loss of self-consciousness. It should be noted that the measurements adopted in this study have been used among 200 subjects, randomly chosen, who are both MA and Ph D students of both genders in the University of Baghdad, Al- Mustansyria University, Al Nahryan University, and University of Technology. Concerning findings of the research, they are: the rise in the level of learned optimism among pgs. 1) The rise in the level of emotional creativity among pgs. 2) The rise in the level of psychological flow among pgs. 3) There are no differences that are statistically significant as a result of gender variable (male or female) in learned optimism, emotional creativity and psychological flow. 4) There are no differences that are statistically significant in the specialisation variable (scientific or humanities) in emotional creativity. 5) There are differences that are statistically significant in the area of specialisation (science or humanities) in learned optimism and psychological flow, in favour of humanities. 6) There is a positive relationship which is statistically significant between: Learned optimism and psychological flow among pgs; Emotional creativity and psychological flow among pgs. 7) Both of learned optimism and emotional creativity DO affect psychological flow. It is noteworthy that after testing the above coefficient correlations by means of the t- test equation, it is been shown that all of them were of a statistical significance. (Author’s abstract)