BURNOUT AND ENGAGEMENT IN UNIVERSITY STUDENTS A Cross-National Study

BURNOUT AND ENGAGEMENT IN UNIVERSITY STUDENTS A Cross-National Study

September 2002 | WILMAR B. SCHAUFELI, ISABEL M. MARTÍNEZ, ALEXANDRA MARQUES PINTO, MARISA SALANOVA, ARNOLD B. BAKKER
This study examines burnout and engagement among university students from Spain, Portugal, and the Netherlands. Confirmatory factor analyses confirmed the three-factor structures of the adapted Maslach Burnout Inventory (MBI) and the Utrecht Work Engagement Scale (UWES) for students. However, most factor loadings of the MBI were not invariant across all samples, while the UWES showed better invariance, with Absorption being invariant in all samples and Vigor in two out of three samples. The burnout and engagement subscales were negatively correlated, as hypothesized. Additionally, Efficacy and Vigor were positively related to academic performance. The study also found that the MBI-SS and UWES-S had acceptable psychometric properties, but the MBI-SS did not fully meet the criteria for factorial invariance across samples. The UWES-S showed partial invariance, with the Absorption scale being invariant in all comparisons. The results support the hypothesis that academic performance is negatively related to burnout and positively related to engagement.This study examines burnout and engagement among university students from Spain, Portugal, and the Netherlands. Confirmatory factor analyses confirmed the three-factor structures of the adapted Maslach Burnout Inventory (MBI) and the Utrecht Work Engagement Scale (UWES) for students. However, most factor loadings of the MBI were not invariant across all samples, while the UWES showed better invariance, with Absorption being invariant in all samples and Vigor in two out of three samples. The burnout and engagement subscales were negatively correlated, as hypothesized. Additionally, Efficacy and Vigor were positively related to academic performance. The study also found that the MBI-SS and UWES-S had acceptable psychometric properties, but the MBI-SS did not fully meet the criteria for factorial invariance across samples. The UWES-S showed partial invariance, with the Absorption scale being invariant in all comparisons. The results support the hypothesis that academic performance is negatively related to burnout and positively related to engagement.
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[slides and audio] Burnout and Engagement in University Students