Backup UWES (UTRECHT WORK ENGAGEMENT SCALE) - English
(UWES (UTRECHT WORK ENGAGEMENT SCALE) - English)
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The concept of work engagement –a positive, fulfilling, work related state of mind characterized by vigor, dedication, and absorption (Schaufeli et al., 2002b) – refers to the work activities employees perform. However, this construct has also been applied to the activities students perform, referred to as academic engagement (Schaufeli et al., 2002a).
The reasoning is that, psychologically speaking, the activities students perform can also be considered as “work,” in the sense of goal–directed and structured activities, which are compulsory in nature.
More specifically, vigor refers to high levels of energy and mental resilience while studying, the willingness to invest effort in studying, and persistence even when encountering difficulties; dedication refers to being strongly involved in one’s studies and experiencing a sense of significance, enthusiasm, inspiration, pride, and challenge; and absorption refers to being fully concentrated and happily engrossed in what one is studying, where time passes quickly and one finds it difficult to detaching him/herself from studying (Schaufeli, 2017).
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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).
Reported from :(https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01017/full)
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