The purpose of this study was to validate the Japanese version of the Utrecht Work Engagement Scale (UWES-J). Employees from three independent samples completed the questionnaire (total N = 2,334). Confirmatory factor analyses using the multiple-group method revealed that, instead of the original threefactor model, a one-factor model that assumes that all engagement items load on one single factor fitted the data. Moreover, the one-factor structure was invariant across all three samples. Internal consistency of the scale was sufficiently high ( α = .92) and the test-retest reliability with an interval of two months was .66. A series of second-order confirmatory factor analyses to examine construct validity confirmed the hypothesised model, indicating that work engagement was positively related to job satisfaction whereas it was negatively related to strain and burnout. However, as in previous studies, professional efficacy, a component of burnout, loaded on the engagement factor. These results, in general, suggest the reliability (internal consistency and stability), factorial invariance, and construct validity of the UWES-J in three independent samples.Cette étude avait pour objectif de valider la version japonaise de l'Echelle d'Implication au Travail d'Utrecht (UWES-J). 2,334 salariés provenant de trois échantillons indépendants ont rempli le questionnaire. Une analyse factorielle confirmatoire faisant appel à la méthode des groupes multiples a montré que le modèle originel en trois facteurs devait laisser la place à un modèle unifactoriel puisque tous les items d'implication étaient saturés sur un unique facteur qui rendait compte à lui seul des données. En outre, la structure monofactorielle restait identique à elle-même sur les trois échantillons. La consistance interne de l'échelle était suffisamment élevée ( α = .92) et la fidélité test-retest après une période de deux mois était de .66. Une série d'analyses factorielles confirmatoires de second ordre destinées à étudier la validité de construction ont confirmé le modèle hypothétique, indiquant que l'implication dans le travail était en corrélation positive avec la satisfaction professionnelle tandis qu'elle était en relation négative avec la tension nerveuse et le burnout. Comme dans des travaux antérieurs, l'efficacité professionnelle, une composante du burnout, était saturée dans le facteur d'implication. Ces résultats, vont dans le sens de la fidélité (consistance interne et stabilité), de la solidité factorielle et de la validité de construction de l'UWES-J dans ces trois échantillons indépendants.

Effects of Web-Based Psychoeducation on Self-Efficacy, Problem Solving Behavior, Stress Responses and Job Satisfaction among Workers:A Controlled Clinical Trial: Akihito SHIMAZU, et al. Department of Psychology, Hiroshima University Graduate School of Education-This study examined effects of web-based psychoeducation on self-efficacy, problem solving behavior, stress responses and job satisfaction. The program was based on social cognitive theory and was primarily aimed at increasing knowledge of stress, self-efficacy, and the use of problem solving behavior. A total of 225 employees were invited to participate in the study. Participants were assigned to an intervention (n=112) or waiting list control group (n=113). Those in the intervention group were asked to access the website and to complete learning within 1 month. To investigate the intervention effect, the change score in the outcome variable was calculated by subtracting the score at preintervention from that at post-intervention (1 week after completion of the learning period). Then, the difference in the scores between groups was examined using analyses of covariance (ANCOVA) with the preintervention score as the covariate. We detected a marginally significant difference between groups in changes in job satisfaction from pre-to postintervention (p=0.081). Participants in the intervention group showed an increase in job satisfaction score, while those in the waiting list control group showed a decrease in it. No significant differences were detected between groups in the other indicators (p>.10). We detected significant or marginally significant intervention effects on self-efficacy, problem solving behavior, stress responses, and job satisfaction among males and younger individuals, and those who had initially higher job strain and higher interest in managing stress. Further research is required with longer time periods (controlled follow-up) and a broader sample to fully determine the intervention effect. (J Occup Health 2005; 47: 405-413)

in enhancing coping skills, increasing social support, and reducing stress responses. Stress management intervention studies in the workplace have increased during the past two decades [1][2][3][4][5][6][7][8][9][10][11][12][13] . It is often assumed that there are two basic approaches to interventions in the workplace 1,9,10) . One is an organization-oriented approach, which aims to identify and improve a stressful work environment, and the other is individual-oriented and aims to enhance the coping abilities of individual employees. The latter approach is of particular interest to occupational health psychologists, who regard employee stress responses as the results of coping with stressful work environments, and who frequently help employees cope more effectively 11) . Our study was conducted on the basis of the individualoriented approach.There are various kinds of intervention techniques in the individual-oriented approach. Cognitive-behavioral training, stress measurement and personalized feedback, meditation, relaxation training, and physical fitness training are all examples. Accumulated experiences from individual-oriented intervention showed that cognitivebehavioral training or a combination of cognitivebehavioral training with relaxation training was more effective than other techniques 11,12) . In accord with that evidence, our intervention program was planned combining the two techniques.All participants in this study were teachers, for whom job stress has become a problem of especially serious proportions because it affects on their psychological wellbeing and the future of the profession. In Japan, 0.24% of teachers were suspended from their jobs in 2000 because of a mental disorder; the highest rate for the last University Graduate School of Education-The aim of this study was to examine the effects of a stress management program for teachers on their stress responses, social support, and coping. Participants (n=24) were assigned to either an intervention or a waiting list control group. A five-session program, including psychoeducation, group discussion, roleplaying and relaxation training, was conducted for the intervention group at two week intervals. Eight participants from each of the groups responded to preand post-intervention questionnaire surveys. The positive intervention effect was significant for social support from co-workers (p=0.035), whereas the negative intervention effect was significant for proactive coping (p=0.033). No significant effect was observed for stress responses (vigor, anger, fatigue, anxiety, depression, and somatic stress responses) (p>0.05). The positive intervention effect was marginally significant for social support from co-workers (p=0.085) and anger (p=0.057) among those who at first had high stress response scores in the pre-intervention survey (n=5 and n=4 for the intervention and waiting list control groups, respectively). Furthermore, the positive intervention effect was significant for social support from co-workers (p=0.021) and marginally significant ...

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