Abstract
The innovative behavior of university teachers plays a vital, long-term role in advancing scientific and technological innovation and in nurturing high-level talent. Flow experience is influenced by flow antecedents such as the balance between challenge and skill, clear goals, immediate feedback, intrinsic motivation, and perceived risk. Moreover, flow experience, characterized by deep concentration and effective attention allocation, is essential in facilitating innovative behavior by enhancing problem-solving and analytical abilities. This study explores the relationship between flow experience and innovative behavior among university teachers, providing a fresh theoretical perspective for encouraging such behavior. To investigate this, the study developed the "University Teacher Flow Experience Scale" and the "University Teacher Innovative Behavior Scale". A survey of 316 university teachers in China was conducted, with statistical analysis utilizing variance analysis and structural equation modeling. Results showed that both flow experience and innovative behavior were at moderate levels. Significant variations in innovation levels were noted across disciplines, professional titles, and positions, but no gender differences were found. Antecedents such as a balance between challenges and skills, clear goals, immediate feedback, and intrinsic motivation positively influenced flow experience, while perceived risk had a negative impact. Flow experience itself significantly enhanced innovative behavior among university teachers. The findings highlight the importance of optimizing the factors contributing to flow experience at institutional and individual levels to promote innovation in higher education.