The aim of this study is to evaluate the psychometric properties of the Polish version of the Dispositional Flow Scale-2 (DFS-2) and Flow State Scale-2 (FSS-2), for use with Polish adults and young adults. Currently, there are no tools that would allow us to study flow among Polish speakers. At the same time, due to the great interest in flow and its potential importance for effectiveness, cooperation, and learning, it is worth ensuring that reliable validated measurement questionnaires are available for people studying the Polish population. Study participants completed 856 questionnaires, of which 496 individuals (with an average age of 36.31 years) participated in the DFS-2 study and 360 individuals (with an average age of 33.46 years) participated in the FSS-2 study. The maximum likelihood estimator (MLR) was selected for the CFA analysis. Model fit was assessed using: χ2, comparative fit index (CFI), Tucker-Lewis index (TLI), and standardized root mean square of residuals (SRMR), and root mean square of approximation error (RMSEA). For both questionnaires, formative first-level models with nine factors and second-level models with nine factors loaded on a higher-order flow factor were compared using the Satorra-Bentler Scaled difference χ2 test. The ω coefficient was used to estimate the reliability of the FFS-2 and DFS-2 models tested in the CFA method. Confirmatory factor analysis of both DFS-2 structural models showed satisfactory model fit. Most of the fit indices for the hierarchical 2nd order FSS-2 model presented satisfactory values, except for SRMR. Both DFS-2 and FSS-2 factors tested in the analysis showed good reliability (ω ≥ 0.7). Our findings confirmed the reliability and validity of the Polish versions of DFS-2 and FSS-2 scales. The scales are reliable when applied to Polish adults and young adults.

This article is a case study of coping with the challenge of change at Primary School No. 6 in Września from October to December 2021.Underlying the intervention work described in the case study was the model of implementing change in an organization proposed by Kurt Lewin (Lewin, 1951; Bhayangkara, 2020) and John Fisher’s approach to individual coping with change (Fisher, 2012). In this paper, we look at the process from the perspective of educational transactional analysis.The purpose of the process was to increase the sense of psychological and content security of the 7th and 8th grade community during the period of December 2021.630 individuals actively participated in the process. The analysis was based on qualitative re- search in 5 groups of school community members: teachers (N = 45), students (N = 300), parents (N = 280), a group of psychologists and educators (N = 3) and school management (N = 2). The process included: observation, in-depth interviews, group work, and discussion. Participants also had an opportunity to individually analyze conclusions and proposals developed during the process.As a result of the actions taken, comprehensive solutions and recommendations were pro- posed, which were communicated and implemented in the community of classes VII and VIII, among students, teachers and parents. In this paper we show that and why parallel work with all major stakeholder groups is necessary to effect change in the school.