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Based on the well-established job demands-resources (JD-R) framework, in our study we introduce the novel study demands-resources (SD-R) framework. The SD-R framework allows the study of salutogenic and pathogenic effects of university settings on students’ health and well-being. Using a large sample of university students (n = 5660), our aim was to translate and validate the JD-R’s essential assumptions within the university context, and thus establish the SD-R framework. We performed structural equation modelling to examine these essential assumptions. As assumed, we found that study demands—the “bad things” at university—predict student burnout (β = 0.50), whereas study resources—the “good things” at university—predict student engagement (β = 0.70) as well as burnout (β = −0.35). Also, in line with the SD-R’s assumptions, student burnout predicts life satisfaction negatively (β = −0.34), whereas student engagement predicts life satisfaction positively (β = 0.29). Hence, we were able to introduce the novel SD-R framework and validate its core assumptions. The SD-R framework serves as an excellent theoretical basis to examine both the salutogenic and pathogenic effects of the study context on students’ health and well-being. However, the framework needs further longitudinal and meta-analytical verification in accordance with the research on the JD-R framework.

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This study examined the association between job characteristics, namely job demands and job resources, and mental health outcomes in terms of emotional exhaustion and well-being among police officers. Eight hundred forty-three German police officers participated in a cross-sectional online survey. Structural equation modeling was used to examine the validity of the dual process model of the Job Demands-Resources (JD-R) framework in the context of police work. Job demands (verbal assaults by citizens, workload, and administrative stressors) predicted emotional exhaustion whereas job resources (team support, shared values, and perceived fairness) predicted well-being. Moreover, job resources were directly and negatively associated with emotional exhaustion. The findings confirm the capacity of job resources to simultaneously promote well-being and reduce emotional exhaustion. Work place interventions should thus not merely decrease job demands. To improve and protect police officers' well-being, it is advisable to promote job resources. A supportive and fair organizational climate based on shared values is required to foster mental health in the context of police work.

Abstract. Our study introduces a 9-item and an ultra-short 3-item version of the Utrecht Work Engagement Scale – Student Form (UWES-SF). Using data from German university students ( N = 2,620), our aim was to validate the factorial structure of the UWES-9-SF and to investigate the reliability and validity of an ultra-short measure – the UWES-3-SF. Confirmatory factor analyses (CFA) confirmed the three-factor structure of the 9-item version (CFI = .95; SRMR = .033, RMSEA = .088), the internal consistencies of the sub-scales were satisfactory. The ultra-short version with three items (one of each dimension) also proved to be a reliable indicator of student engagement with a Cronbach’s α of .86. Construct validity with similar and opposite constructs (burnout, satisfaction with life, subjective health, depressive symptoms, challenging study demands) was successfully proven for both measures as well as for the sub-scales of the UWES-9-SF. The German short and ultra-short versions of the UWES-SF with nine and three items, respectively, are valid and reliable measures to assess student engagement.