Measuring Well-Being With the Utrecht Work Engagement Scale – 					Student Form

Gusy, Burkhard; Lesener, Tino; Wolter, Christine

doi:10.1027/2512-8442/a000027

Cited by 21 publications

(22 citation statements)

References 18 publications

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“…We used the ultra-short version of the Utrecht Work Engagement Scale-Student Form (UWES-3-SF) [4] with three items to capture student engagement. All items, for example "When I'm doing my work as a student, I feel bursting with energy", are answered on a Likert scale ranging from "never" (0) to "always" (6).…”

Section: Student Engagementmentioning

confidence: 99%

“…There is also a considerable amount of research on students' health and well-being. Concepts like student engagement and student burnout, its antecedents, and outcomes gain more and more interest [4][5][6][7][8][9][10]. Several studies have focused on either the positive consequences of studying [11][12][13][14] or negative consequences of studying [15][16][17].…”

Section: Introductionmentioning

confidence: 99%

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The Study Demands-Resources Framework: An Empirical Introduction

Lesener

Pleiss

Gusy

et al. 2020

IJERPH

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128

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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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Section: Student Engagementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Study Demands-Resources Framework: An Empirical Introduction

Lesener

Pleiss

Gusy

et al. 2020

IJERPH

Self Cite

128

View full text Add to dashboard Cite

show abstract

“…We used the German ultra-short version (UWES-3-SF; Gusy et al, 2019) of the Utrecht Work Engagement Inventory Student Form (UWES-SF; Schaufeli et al, 2002) to assess students' academic engagement. The original UWES-SF contains 14 items representing vigor, dedication, and absorption.…”

Section: Academic Engagementmentioning

confidence: 99%

“…The original UWES-SF contains 14 items representing vigor, dedication, and absorption. The UWES-3-SF selects the most characteristic item of each facet and was validated in a large German university student sample (Gusy et al, 2019). These items are "I feel strong and vigorous when I'm studying or going to class" for vigor, "My study inspires me" for dedication, and "I feel happy when I am studying intensely" for absorption.…”

Section: Academic Engagementmentioning

confidence: 99%

Satisfying Students’ Psychological Needs During the COVID-19 Outbreak in German Higher Education Institutions

2021

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The COVID-19 outbreak has been a worldwide challenge for the higher education community. Under lockdown measures, meeting students’ needs and encouraging their engagement in academic work have never been more urgent and challenging. In this study, we investigated the relationship between students’ satisfaction with institutional strategies, students’ optimism and pessimism, satisfaction with basic psychological needs, engagement in academic work, intention to drop out from studies, depression, and well-being. We conducted an online self-report study on N = 477 German college and university students (77.25% females, mean age = 23.96 years, SD = 4.78). The results of structural equation models showed that students’ satisfaction with institutional strategies was positively related to their basic psychological need satisfaction and engagement. Students’ optimism was positively associated with need satisfaction and engagement, whereas pessimism was negatively associated with them. Furthermore, students’ academic engagement was negatively linked to dropout intentions, whereas psychological need satisfaction was linked to depression and well-being. The findings of this study suggest that acknowledging students timely about the institutional strategies of examinations and courses and supporting students to engage academic activities are important institutional tasks during crisis.

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“…The World Health Organization, following the International Classification of Disease (ICD) 11, defines burnout as a result of chronic workplace stress that the employees cannot manage (World Health Organization, 2019). Burnout is associated with different consequences such as absenteeism (Maslach, 2017;Gusy et al, 2019), health problems (Maslach, 2017;Simionato et al, 2019), increment in the mistakes during the shift (Stehman et al, 2019;Bakker and Wang, 2020), the job performance of the employee (Bakker and Demerouti, 2017;Bakker and Wang, 2020), and depression (Gil-Monte, 2012;Nagy et al, 2018;Hatch et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables

2021

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Psychosocial risks at work are an important occupational problem since they can have an impact on workers' health, productivity, absenteeism, and company profits. Among their consequences, burnout stands out for its prevalence and associated consequences. This problem is particularly noteworthy in the case of teachers. The aim of the study was to analyze the influence of some psychosocial factors (demand and resource variables) and risks in burnout development, taking into consideration the levels of burnout according to the Spanish Burnout Inventory (SBI). This paper contributes to advancing knowledge on this issue by analyzing the influence of work characteristics and personal characteristics on the progress of burnout. The sample consisted of 8,235 non-university teachers (2,268 men 27.5% and 5,967 women 72.5%), aged 22 to 70 (M = 45.16, SD = 9.18). For this purpose, statistical modeling by logistic regression was used. The results of this study showed that No burnout level was positively related with resources variables and negatively with demand variables. In the Medium-High levels and the higher levels of burnout (i.e., Profile 1 and Profile 2), there is a positive relation with demand variables and a negative one with resource variables. In conclusion, demand variables cause an increase in the burnout levels, influencing positively the movements between the levels of No burnout to Medium-High levels of burnout and Medium-High levels to Profile 1. At the same time, resource variables had a negative influence on burnout. However, the results in the movement between Profile 1 and Profile 2 were not expected. The variable Imbalance had a negative relationship with the movement between Profile 1 to Profile 2, and Social support and Autonomy at work had a positive relationship with this movement. Therefore, when professionals feel higher levels of burnout, lack of imbalance together with social support and autonomy could contribute to increased feelings of guilt and risk of higher burnout.

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Measuring Well-Being With the Utrecht Work Engagement Scale – Student Form

Cited by 21 publications

References 18 publications

The Study Demands-Resources Framework: An Empirical Introduction

The Study Demands-Resources Framework: An Empirical Introduction

Satisfying Students’ Psychological Needs During the COVID-19 Outbreak in German Higher Education Institutions

Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables

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