Validation of a Japanese Version of the Work Engagement Scale for Students

Tayama, Jun; Schaufeli, Wilmar B.; Shimazu, Akihito; Tanaka, Masanori; Takahama, Akari

doi:10.1111/jpr.12229

Cited by 21 publications

(18 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our results coincide with international research on the factor structure of the UWES–9 (Schaufeli et al, 2002a, b, 2006; Balducci et al, 2010; Sánchez–Cardona et al, 2016; Loscalzo and Giannini, 2018; Tayama et al, 2018). In other words, vigor, dedication, and absorption are satisfactorily explained by a solution with three related factors.…”

Section: Discussionsupporting

confidence: 91%

“…After almost two decades of research, we now know that academic engagement is associated with personality traits (Sulea et al, 2015), personal resources (Siu et al, 2014), and positive emotions (Ouweneel et al, 2011). Moreover, it has positive consequences for students, such as greater involvement in their studies (Loscalzo and Giannini, 2018), higher levels of wellbeing (Tayama et al, 2018), and better academic performance (Salanova et al, 2003, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

2019

View full text Add to dashboard Cite

This brief report examines the within–network construct validity of the UWES–9S in a convenience sample of 1502 Chilean students (52% were female) ranging between 18 and 25 years old. The results of confirmatory factor analysis supported a solution with three related factors that fit significantly better than a one-factor solution. The three subscales (i.e., vigor, dedication, and absorption) and the overall UWES–9S showed satisfactory internal consistency. The results of multiple–group confirmatory factor analysis supported gender invariance. Overall, the UWES–9S was found to be a reliable and valid scale to assess academic engagement in Chilean undergraduate university students.

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

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

2019

View full text Add to dashboard Cite

show abstract

“…The Japanese version of the Utrecht Work Engagement Scale for Students (UWES-S-J) was used to assess study engagement ( 15 ). It consists of 14 items with three sub-domains: vigor, dedication, and absorption.…”

Section: Methodsmentioning

confidence: 99%

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

et al. 2021

View full text Add to dashboard Cite

This study aimed to clarify the adaptation features of University students exposed to fully online education during the novel coronavirus disease 2019 (COVID-19) pandemic and to identify accompanying mental health problems and predictors of school adaptation. The pandemic has forced many universities to transition rapidly to delivering online education. However, little is known about the impact of this drastic change on students' school adaptation. This cross-sectional study used an online questionnaire, including assessments of impressions of online education, study engagement, mental health, and lifestyle habits. In total, 1,259 students were assessed. The characteristics of school adaptation were analyzed by a two-step cluster analysis. The proportion of mental health problems was compared among different groups based on a cluster analysis. A logistic regression analysis was used to identify predictors of cluster membership. P-values < 0.05 were considered statistically significant. The two-step cluster analysis determined three clusters: school adaptation group, school maladaptation group, and school over-adaptation group. The last group significantly exhibited the most mental health problems. Membership of this group was significantly associated with being female (OR = 1.42; 95% CI 1.06–1.91), being older (OR = 1.21; 95% CI 1.01–1.44), those who considered online education to be less beneficial (OR = 2.17; 95% CI 1.64–2.88), shorter sleep time on weekdays (OR = 0.826; 95% CI 0.683–.998), longer sleep time on holidays (OR = 1.21; 95% CI 1.03–1.43), and worse restorative sleep (OR = 2.27; 95% CI 1.81–2.86). The results suggest that academic staff should understand distinctive features of school adaptation owing to the rapid transition of the educational system and should develop support systems to improve students' mental health. They should consider ways to incorporate online classes with their lectures to improve students' perceived benefits of online education. Additionally, educational guidance on lifestyle, such as sleep hygiene, may be necessary.

show abstract

“…The first years of high school are therefore fundamental, because it is in this stage when the decisions on persistence and commitment develop and can influence adolescent behavior ( Ketonen et al, 2016 ). When the educational context is adequate to the needs, expectations and purposes students wish to attain, the result is strong academic commitment, increased motivation, and more wellbeing ( Mikami et al, 2017 , Reeve and Lee, 2014 , Tayama et al, 2019 , Upadyaya and Salmela-Aro, 2013 ).…”

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

View full text Add to dashboard Cite

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.

show abstract

Validation of a Japanese Version of the Work Engagement Scale for Students

Cited by 21 publications

References 43 publications

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

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

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

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

Contact Info

Product

Resources

About