Utrecht Work Engagement Scale in Dominican Teachers: Dimensionality, Reliability, and Validity

Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample

“…On the other hand, future studies must consider other socio-demographic and pre-university variables-many of them available in the databases of the universities themselves (e.g., family socioeconomic and educational level, preference, dedication to study, minority groups, modality of university access, entrance grade), and different characteristics, cognitive skills and motivational dimensions of the students (e.g., self-regulated learning, academic stress and coping strategies, social support, academic goals, personality) in order to obtain a more comprehensive view of student retention, increase capacity to predict academic success at university, improve services provided to students, and adjust interventions to the specific needs of different groups of subjects [10]. Lastly, other SCPQ psychometric characteristics should be studied with a longitudinal (time-related) perspective, including the temporal stability of the scale and the stability of the factor structure along time, a stability that is needed in order to make meaningful comparisons among time points (e.g., when psycho-educational intervention effects are to be analyzed) [38]. Moreover, in spite of the importance of having tools with contrasted validity and reliability to evaluate dimensions related to persistence in university studies, it should be kept in mind that both the theoretical models of reference and the requirements of psycho-educational intervention emphasize the need to consider temporal relations and cause-effect between variables.…”

Utrecht work engagement scale in Chile: measurement, reliability and validity

“…El análisis factorial también entregó evidencia de un solo factor, por lo que, se necesita más evidencia para explorar si las tres dimensiones de work engagement funcionan en el contexto chileno. Como se mencionó en la sección de marco teórico, existe una gran cantidad de evidencia acumulada sobre las características psicométricas del UWES-9 en países europeos (Bakker & Leiter, 2010), pero escasos estudios en países emergentes, como los que podemos encontrar en Latinoamérica o Asia (Tomás et al, 2018). En este sentido, la nueva evidencia que se presenta posee 2 fortalezas.…”

“…Los análisis factorial confirmatorio (AFC) reportados han apoyado la estructura multidimensional del constructo (Bakker et al, 2010). Aunque, existe evidencia de un solo factor en otros contextos, por ejemplo el entorno asiático (ver Fong et al, 2011;Panthee et al, 2014) y latinoamericano (Tomás, et al, 2018). La UWES-9 tiene una buena validez de constructo y el uso de la versión de 9 ítems ha sido recomendado para futuras investigaciones (Schaufeli & Salanova., 2007).…”

Understanding the relationships between teacher mindfulness, work engagement, and classroom emotions

“…Previous studies mainly focused on structural components of work engagement and reciprocal relationships between work engagement and other factors. Following Schaufeli et al (2002) , several studies have been conducted to explore the structural features of work engagement in different groups of participants ( Perera et al, 2018 ; Tomás et al, 2018 ). Many studies also inquired into the reciprocal relationship between work engagement and other positive and negative emotions ( Rothmann, and Hamukang’andu, L., 2013 ; Eldor and Shoshani, 2016 ; Burić and Macuka, 2018 ).…”