本研究探討大學教師參與學習社群動機與心流體驗促進教師知識分享之可能性，共計192位參與學習社群之教師回覆研究問卷，研究資料採皮爾森積差相關與迴歸分析法進行分析。研究結果發現，教師認同之因素依序是「聯合動機」、「成就動機」及「心流專注」；參與動機構面與心流體驗構面之間呈現顯著正相關，在知識分析皆具有顯著預測力，以參與動機構面與心流體驗構面共八個因素同時預測知識分享時，「成就動機」、「權力動機」、「心流專注」與「心流挑戰」等因素顯著預測知識分享，其中以「心流專注」的預測力最強，且其同時也是心流體驗最核心的要素。大學教師在學習社群中的心流體驗有別於其他線上學習社群的心流體驗，文末討論教師個人在社群的地位與主領教師的角色，建議未來在推動實務工作時兼顧理論與實證，以了解大學教師知識分享的正向心理機制。
This study aimed to examine the effects of the participating motivation and flow experience on knowledge sharing of university faculty members in faculty learning communities (FLC). A total of 192 faculty members participated in FLC and responded to the survey questionnaire. Pearson’s correlations and stepwise regression analyses were used to determine the relationship in participating motivation, flow experience, and knowledge sharing. The results revealed that the most highly recognized factors were affiliation motive, achievement motive, and concentration flow. Both the dimensions of participating motivation and flow experience were highly correlated with each other and strongly predicted knowledge sharing. The result of stepwise regression analyses revealed that the factors of achievement motive, power motive, concentration flow, and challenge flow were found significantly to predict knowledge sharing in FLC. Among these factors, the concentration flow was the most powerful predictor on knowledge sharing which was also the core element of the flow experience dimension. The flow experience of faculty members in FLC was different from that of the other online learning communities. The position of an individual faculty member in FLC and the role of the leading faculty member were discussed for future research. Both theoretical and empirical aspects were crucial for promoting practical work in order to realize the positive psychological mechanism of knowledge sharing in faculty members.
