The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students

Carmona–Halty, Marcos; Schaufeli, Wilmar B.; Salanova, Marisa

doi:10.3389/fpsyg.2019.01017

Cited by 115 publications

(94 citation statements)

References 29 publications

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“…Dedication involves being firmly committed to study and facing academic activities with interest, enthusiasm, decision and challenge. Finally, absorption refers to student concentration and involvement in homework or while studying, becoming engrossed and finding it hard to become detached from their studies ( Carmona-Halty et al, 2019 , Martos et al, 2018 , Schaufeli et al, 2019 ).…”

mentioning

confidence: 99%

Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority

Fuentes

Linares

Jurado

et al. 2021

International Journal of Clinical and Health Psychology

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Background/Objective The burnout syndrome has been related to development of transgressive attitudes toward norms that facilitate risk behaviors in youth, such as drinking alcohol. On the contrary, academic engagement is related to positive attitudes toward authority which can slow down its use. The objective was analyze the relationships between burnout and academic engagement, attitudes toward authority and use of alcohol. Method : The sample included a total of 1,287 high school students who anonymously filled out the Maslach Burnout Inventory-Student Survey, the Utrecht Work Engagement Scale for Students and the Scale of Attitudes toward Institutional Authority in adolescents, along with questions on drinking alcohol. Results : It was observed that cynicism had a significant effect on positive attitude toward rule-breaking, and this in turn, on frequency of drinking. The engagement dedication factor was shown to have a significant direct effect on positive attitude toward institutional authority, and this on drinking frequency. Conclusions : Promoting measures for decreasing burnout in youth and stimulating academic engagement could have repercussions on attitudes toward rules and the presence of risk behavior.

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mentioning

confidence: 99%

Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority

Fuentes

Linares

Jurado

et al. 2021

International Journal of Clinical and Health Psychology

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“…The Utrecht Work Engagement Scale for Students (UWES–S9; Schaufeli et al, 2002 ; Carmona-Halty et al, 2019 ) is a widely used tool to assess study engagement. The scale consists of nine items grouped into three dimensions with three items each: vigor (e.g., “When I’m doing my work as a student, I feel bursting with energy”), dedication (e.g., “I am proud of my studies”), and absorption (e.g., “I feel happy when I am studying intensely”).…”

Section: Methodsmentioning

confidence: 99%

“…Both adaptations were authorized by the authors of the original version of the tool. In the study, we also used the Utrecht Work Engagement Scale for Students (UWES-S9) developed by Schaufeli et al, 2002; see also Carmona-Halty et al, 2019) and the Study Satisfaction Scale-a modified version of the Career Satisfaction Scale developed by Greenhaus et al (1990). The Dual Filial Piety Scale (DFPS) consists of 16 items.…”

Section: Methodsmentioning

confidence: 99%

The Implications of Filial Piety in Study Engagement and Study Satisfaction: A Polish-Vietnamese Comparison

Różycka-Tran

Jurek

et al. 2021

Front. Psychol.

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Even in psychological literature, which describes many determining variables related to the school domain, few studies have investigated the universal (i.e., etic) mechanism underlying parent–child relations, which is a prototype matrix for future student–teacher relations. The role of the imprinted schema of children’s obligations toward parents seems to be crucial for school functioning in classroom society. The Dual Filial Piety Model (DFPM; Yeh, 2003) is comprised of two higher-order factors that correspond to the two focal filial piety attributes: reciprocal (need of interpersonal relatedness) and authoritarian (need of social belonging and national identity), which have been shown to have distinct implications on social adaptation and individuals’ psychological functioning. In this study, we investigate the relationship between filial piety and student attitudes (study engagement and satisfaction) in a more individualistic and egalitarian culture (Poland, N = 310) and in a more collectivistic and hierarchical society (Vietnam, N = 297). The measurement invariances of three scales, i.e., the Vietnamese adaptation of DFP Scale, the Utrecht Work Engagement Scale (UWES–S9), and the Study Satisfaction Scale, were improved in the MLM analyses. Our results show that in more individualistic cultures, the RFP (reciprocal mode) is a stronger predictor of study engagement and study satisfaction; however, the AFP (authoritarian mode) is a better factor to predict study engagement in more collectivistic cultures. What is more, only RFP positively correlates with study satisfaction in individualistic culture. Our findings revealed that in different cultures, different aspects of filial piety should be emphasized by parents in the context of the future academic achievements of their children. The conclusion is that the prevention and intervention strategies or techniques intended for children with school problems should be culturally appropriate and addressed to the parents of kindergarten and later to very early-stage education teachers. The results of studies based on the DFPM may stimulate practical applications and policy development within the domain of success and failure in the academic environment.

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“…The UWES-9S is a nine-item scale that measures academic engagement (Carmona-Halty, Schaufeli, & Salanova, 2019). It includes three subscales: vigor, dedication, and absorption.…”

Section: Methodsmentioning

confidence: 99%

Psychometric Properties of the Academic Encouragement Scale in Chinese University Students

Tang

Huo

Liu

et al. 2020

Journal of Psychoeducational Assessment

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This study tested the factor structure, reliability, and criterion validity of the Academic Encouragement Scale (AES) in 690 university students in China. The AES displayed good internal consistency and test–retest reliability. The data provided evidence supporting a two-factor structure: challenge focused encouragement (CFE) and potential focused encouragement (PFE). The two factors were independent predictors of academic engagement. Hope was positively linked with PFE but not with CFE. By contrast, gratitude was positively correlated with CFE but not with PFE. The findings provide preliminary evidence to support the validity and reliability of the AES in an academic context in China.

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The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students

Cited by 115 publications

References 29 publications

Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority

Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority

The Implications of Filial Piety in Study Engagement and Study Satisfaction: A Polish-Vietnamese Comparison

Psychometric Properties of the Academic Encouragement Scale in Chinese University Students

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