UWESUTRECHTWORK ENGAGEMENT SCALE

Preliminary Manual[Version 1.1, December 2004]

Wilmar Schaufeli&
Arnold Bakker

©

Occupational Health Psychology Unit
Utrecht University

Contents
Page
1.

The concept of work engagement ………………………………………………………………………. 4

2.

Development of the UWES …………...………………………………………………………………… 6

3.

Validity of the UWES ……..…………………………………………………………………………..…8

4.

Psychometric quality of the Dutch version ……………………………………………………………..11

5.

6.

4.1.

Description of the Dutch language database………………………………………………….. 11

4.2.

Distribution characteristics of the items………………………………………………………. 13

4.3.

Internal consistency…………………………………………………………………………… 14

4.4.

Factor structure and inter-correlations……………………………………………….……….. 15

4.5.

Relationships with burnout…………………………………………………………………… 17

4.6.

Relationships with age and gender……………………………………………………………. 18

4.7.

Differences between occupational groups……………………………………………………..19

4.8.

Shortened version………………………………………………………………………………21

4.9.

Student version…………………………………………………………………………………21

Other language versions………………………………………………………………………………... 23
5.1.

Description of the international language database…………………………………………....24

5.2.

Distribution characteristics of the items……………………………………………...……….. 26

5.3.

Reliability……………………………………………………………………………. ……….. 26

5.4.

Factor structure and inter-correlations………………………………………………. ……….. 28

5.5.

Relationships with age and gender…………………………………………………...……….. 30

5.6.

Differences between countries………………………………………………………. ……….. 31

5.7.

Shortened version…………………………………………………………………….………. 32

Practical use……………………………………………………………………………………………..33
6.1.

Completion and scoring………………………………………………………………………..34

6.2.

Dutch norms…………………………………………………………………………………... 33

6.3.

Other language norms………………………………………………………………………… 37

7. Conclusion……………………………………………………………………………………………... 41
References
Appendix: UWES versions

UWES Manual; page3

Preface
Contrary to what its name suggests, Occupational Health Psychology has almost exclusive been concerned with
ill-health and unwell-being. For instance, a simple count reveals that about 95% of all articles that have been
published so far in the Journal of Occupational Health Psychology deals with negative aspects of workers'
health and well-being , such as cardiovascular disease, Repetitive Strain Injury, and burnout. In contrast, only
about 5% of the articles deals with positive aspects such as job satisfaction and motivation. This rather one-sided
negative focus is by no means specific for the field of occupational health psychology. According to a recent
estimate, the amount of psychological articles on negative states outnumbers the amount of positive articles by
17 to 1 1.
However, it seems that times have changed. Since the beginning of this century, more attention is paid to what
has been coined positive psychology: the scientific study of human strength and optimal functioning. Thisapproach is considered to supplement the traditional focus of psychology on psychopathology, disease, illness,disturbance, and malfunctioning. The recent trend to concentrate on optimal functional also aroused attention inorganizational psychology, as is demonstrated by a recent plea for positive organizational behavior; that is‘…the study of positively oriented human resource strengths and psychological capacities that can be measured,developed, and effectively managed for performance improvement in today’s workplace’ 2.
Because of the emergence of positive (organizational) psychology, it is not surprising that positive aspects ofhealth and well-being are increasingly popular in Occupational Health Psychology. One of these positive aspects
is work engagement, which is considered to be the antipode of burnout. Whilst burned-out workers feelexhausted and cynical, their engaged counterparts feel vigorous and enthusiastic about their work. In contrast to
previous positive approaches – such as the humanistic psychology – who were largely unempirical, the current
positive psychology is empirical in nature. This implies the careful operationalization of constructs, including
work engagement. Hence, we wrote this test-manual of the Utrecht Work Engagement Scale (UWES).
This test manual is preliminary, which means that our work on the UWES is still in progress. Nevertheless, we
did not want to wait any longer with publishing some important psychometric details since many colleagues,
both in The Netherlands as well as abroad, are working with the UWES. Many of them have contributed to thispreliminary test-manual by proving us with their data. Without their help this manual could not have been
written. Therefore, we would like to thank our colleagues for their gesture of true scientific collaboration 3.
Utrecht/Valéncia, November 2003

1

Diener, E., Suh, E.M., Lucas, R.E. & Smith, H.I (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125,267-302.
Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23, 695-706.
3Sarah Jane Cotton (AUS), Edgar Bresco (SPA), Maureen Dollard (AUS), Esther Greenglass (CAN), Asbjørn Grimsmo (NOR), Gabriele
Haeslich (GER), Jari Hakanen (FIN), Sandrine Hollet (FRA), Aristotelis Kantas (GRE), Alexandra Marques Pinto (POR), Stig Berge
Matthiesen (NOR), Susana Llorens (SPA), Astrid Richardsen (NOR), Peter Richter (GER), Ian Rothmann (SAF), Katariina Salmela-Aro(FIN), Marisa Salanova (SPA), Sabine Sonnentag (GER), Peter Vlerick (BEL), Tony Winefield (AUS), Hans de Witte (BEL), Dieter Zapf
(GER).
2

UWES Manual; page4

1. The concept of work engagement
Work engagement is the assumed opposite of burnout. Contrary to those who suffer from burnout, engaged
employees have a sense of energetic and effective connection with their work activities and they see themselves
as able to deal well with the demands of their job. Two schools of thought exist on the relationship between work
engagement and burnout. The first approach of Maslach and Leiter (1997) assumes that engagement and burnout
constitute the opposite poles of a continuum of work related well-being, with burnout representing the negativepole and engagement the positive pole. Because Maslach and Leiter (1997) define burnout in terms of
exhaustion, cynicism and reduced professional efficacy, it follows that engagement is characterized by energy,
involvement and efficacy. By definition, these three aspects of engagement constitute the opposites of the threecorresponding aspects of burnout. In other words, according to Maslach and Leiter (1997) the opposite scoring
pattern on the three aspects of burnout – as measured with the Maslach Burnout Inventory (MBI; Maslach,Jackson & Leiter, 1996) – implies work engagement. This means that low scores on the exhaustion- andcynicism-scales and a high score on the professional efficacy scale of the MBI is indicative of engagement.
However, the fact that burnout and engagement are assessed by the same questionnaire has at least two important
negative consequences. First, it is not plausible to expect that both concepts are perfectly negatively correlated.
That is, when an employee is not burned-out, this doesn’t necessarily mean that he or she is engaged in his or her
work. Reversibly, when an employee is low on engagement, this does not mean that he or she is burned-out.
Secondly, the relationship between both constructs cannot be empirically studied when they are measured withthe same questionnaire. Thus, for instance, both concepts cannot be included simultaneously in one model inorder to study their concurrent validity.
For this reason we define burnout and work engagement are two distinct concepts that should be assessedindependently (Schaufeli & Bakker, 2001). Although employees will experience work engagement and burnout
as being opposite psychological states, whereby the former has a positive quality and the latter a negative quality,
both need to be considered as principally independent of each other. This means that, at least theoretically, an
employee who is not burned-out may score high or low on engagement, whereas an engaged employee mayscore high or low on burnout. In practice, however, it is likely that burnout and engagement are substantively
negatively correlated. In contrast to Maslach and Leiter’s (1997) approach, our approach enables the assessmentof the strength of the association between work engagement and burnout since different instruments assess both
independently. It is possible to include both constructs simultaneously in one analysis, for instance, to investigate
whether burnout or engagement explains additional unique variance in a particular variable after the opposite
variable has been controlled for.
Work engagement is defined as follows (see also Schaufeli, Salanova, González-Romá & Bakker, 2001):‘Engagement is a positive, fulfilling, work-related state of mind that is characterized by vigor,
dedication, and absorption. Rather than a momentary and specific state, engagement refers toa more persistent and pervasive affective-cognitive state that is not focused on any particularUWES Manual; page5

object, event, individual, or behavior. Vigor is characterized by high levels of energy andmental resilience while working, the willingness to invest effort in one’s work, and persistenceeven in the face of difficulties. Dedication refers to being strongly involved in one's work andexperiencing a sense of significance, enthusiasm, inspiration, pride, and challenge. Absorption,is characterized by being fully concentrated and happily engrossed in one’s work, whereby
time passes quickly and one has difficulties with detaching oneself from work’
Accordingly, vigor and dedication are considered direct opposites of exhaustion and cynicism, respectively. The
continuum that is spanned by vigor and exhaustion has been labeled energy or activation, whereas the continuum
that is spanned by dedication and cynicism has been labeled identification (Schaufeli & Bakker, 2001). Hence,
work engagement is characterized by a high level of energy and strong identification with one's work. Burnout,on the other hand, is characterized by the opposite: a low level of energy combined with poor identification with
one's work.
As can be seen from the definition above, the direct opposite of the third aspect of burnout – professional
inefficacy – is not included in the engagement concept. There are two reasons for this. First, there isaccumulating empirical evidence that exhaustion and cynicism constitute the core of burnout, whereas lack ofprofessional efficacy seems to play a less prominent role (Maslach, Schaufeli & Leiter, 2001; Shirom, 2002).
Second, it appeared from interviews and discussions with employees and supervisors that rather than by efficacy,
engagement is particularly characterized by being immersed and happily engrossed in one's work – a state that
we have called absorption. Accordingly, absorption is a distinct aspect of work engagement that is notconsidered to be the opposite of professional inefficacy. Based on the pervious definition, a self-reportquestionnaire – called the Utrecht Work Engagement Scale (UWES) – has been developed that includes the threeconstituting aspects of work engagement: vigor, dedication, and absorption.
Vigor is assessed by the following six items that refer to high levels of energy and resilience, the willingness toinvest effort, not being easily fatigued, and persistence in the face of difficulties.
1.
2.
3.
4.
5.
6.

At my work, I feel bursting with energy
At my job, I feel strong and vigorous
When I get up in the morning, I feel like going to work
I can continue working for very long periods at a time
At my job, I am very resilient, mentally
At my work I always persevere, even when things do not go well *Those who score high on vigor usually have much energy, zest and stamina when working, whereas those whoscore low on vigor have less energy, zest and stamina as far as their work is concerned.
Dedication is assessed by five items that refer to deriving a sense of significance from one’s work, feelingenthusiastic and proud about one’s job, and feeling inspired and challenged by it.
1.
2.
3.
*

I find the work that I do full of meaning and purpose
I am enthusiastic about my job
My job inspires me

This item is has been eliminated in the 15-item version of the UWES.

UWES Manual; page
4.
5.

6

I am proud on the work that I do
To me, my job is challenging

Those who score high on dedication strongly identify with their work because it is experienced as meaningful,inspiring, and challenging. Besides, they usually feel enthusiastic and proud about their work. Those who score
low do not identify with their work because they do not experience it to be meaningful, inspiring, or challenging;
moreover, they feel neither enthusiastic nor proud about their work.
Absorption is measured by six items that refer to being totally and happily immersed in one’s work and having
difficulties detaching oneself from it so that time passes quickly and one forgets everything else that is around.
1.
2.
3.
4.
5.
6.

Time flies when I'm working
When I am working, I forget everything else around me
I feel happy when I am working intensely
I am immersed in my work
I get carried away when I’m working
It is difficult to detach myself from my job*Those who score high on absorption feel that they usually are happily engrossed in their work, they feel
immersed by their work and have difficulties detaching from it because it carries them away. As a consequence,
everything else around is forgotten and time seems to fly. Those who score low on absorption do not feelengrossed or immersed in their work, they do neither have difficulties detaching from it, nor do they forget
everything around them, including time.
Structured qualitative interviews with a heterogeneous group of Dutch employees who scored high on the
UWES showed that engaged employees are active agents, who take initiative at work and generate their own
positive feedback (Schaufeli, Taris, Le Blanc, Peeters, Bakker & De Jonge, 2001). Furthermore, their values
seem to match well with those of the organization they work for and they also seem to be engaged in otheractivities outside their work. Although the interviewed engaged workers indicated that they sometimes feel tired,unlike burned-out employees who experience fatigue as being exclusively negative, they described theirtiredness as a rather pleasant state because it was associated with positive accomplishments. Some engaged
employees who were interviewed indicated that they had been burned-out before, which points to certain
resilience as well as to the use of effective coping strategies. Finally, engaged employees are not workaholic
because they enjoy other things outside work and because, unlike workaholics, they do not work hard because ofa strong and irresistible inner drive, but because for them working is fun.

2. The development of the UWES
Originally, the UWES included 24 items of which the vigor-items (9) and the dedication-items (8) for a largepart consisted of positively rephrased MBI-items. For instance, ’’When I get up in the morning, I feel like going
to work’’ (vigor) versus ’’I feel tired when I get up in the morning and have to face another day on the job’’(exhaustion) and ’’I am enthusiastic about my job’’ (dedication) versus ’’I have become less enthusiastic about

UWES Manual; page

7

my work’’ (cynicism). These reformulated MBI-items were supplemented by original vigor and dedication
items, as well as with new absorption items to constitute the UWES-24 . After psychometric evaluation in two
different samples of employees and students, 7 items appeared to be unsound and were therefore eliminated sothat 17 items remained: 6 vigor items, 5 dedication items, and 6 absorption items (Schaufeli, Salanova,
González-Romá & Bakker, 2002a). The resulting 17-item version of the UWES is included in the Appendix.
Subsequent psychometric analyses uncovered two other weak items (AB06 en VI06), so that in some studies
also a 15-item version of the UWES has been used (e.g., Demerouti, Bakker, Janssen & Schaufeli, 2001). The
databases that are analyzed for this test-manual include the UWES-15 as well as the UWES-17 (see 4.1 and 5.1).
The results from psychometric analyses with the UWES can be summarized as follows:

Factorial validity. Confirmatory factor analyses show that the hypothesized three-factor structure of the
UWES is superior to the one-factor model and fits well to the data of various samples from The
Netherlands, Spain and Portugal (Salanova, Schaufeli, Llorens, Pieró & Grau, 2000; Schaufeli et al.,2002a;

Schaufeli, Martínez, Marques-Pinto, Salanova & Bakker, 2002b; Schaufeli, Taris & Van

Rhenen, 2003). However, there is one exception, using explorative factor analyses Sonnentag (2003)
found did not find a clear three-factor structure and decided to use the total-score on the UWES as ameasure for work engagement.
Inter-correlations. Although, according to confirmatory factor analyses the UWES seems to have athree-dimensional structure, these three dimensions are closely related. Correlations between the threescales usually exceed .65 (e.g., Demerouti et al., 2001; Salanova et al., 2000; Schaufeli et al., 2002a,
2002b), whereas correlations between the latent variables range from about .80 to about .90 (Salanova
et al., 2000; Schaufeli et al., 2002a, 2002b).



Cross-national invariance. The factor structure of the slightly adapted student version of the UWES (see4.9) is largely invariant across samples from Spain, The Netherlands and Portugal (Schaufeli et al.,
2002b). Detailed analyses showed that the loadings of maximum three items differed significantly
between the samples of the three countries.

Internal consistency. The internal consistency of the three scales of the UWES is good. That is, in allcases values of Cronbach's  are equal to or exceed the critical value of .70 (Nunnaly & Bernstein,1984). Usually values of Cronbach's  for the scales range between .80 and .90 (Salanova et al., 2000;
Salanova, Grau, Llorens & Schaufeli, 2001; Demerouti et al., 2001; Montgomery, Peeters, Schaufeli &Den Ouden, 2003; Salanova, Bresó & Schaufeli, 2003a; Schaufeli, Taris & Van Rhenen, 2003;
Salanova, Carrero, Pinazo & Schaufeli, 2003b; Schaufeli & Bakker, in press).

Stability. Scores on the UWES are relatively stable across time. Two, year stability coefficients forvigor, dedication and absorption are .30, .36, and .46, respectively (Bakker, Euwema, & Van
Dierendonk, 2003).

UWES Manual; page

8

In sum: these psychometric results confirm the factorial validity of the UWES – as expected, the UWES consistsof three scales that are highly correlated. Besides, this pattern of relationships is observed among samples fromdifferent countries, which confirms the cross-national validity of the three-factor solution. Taken together thismeans that engagement is a construct that consists of three closely related aspects that are measured by threeinternally consistent scales.

3. The validity of the UWES
Since its introduction in 1999, a number of validity studies have been carried out with the UWES that uncover its
relationship with burnout and workaholism, identify possible causes and consequences of engagement andelucidate the role that engagement plays in more complex processes that are related to worker's health and wellbeing. Below these validity studies are reviewed.
Work engagement and burnout. As expected, the three aspects of burnout – as measured with the MBI –are negatively related with the three aspects of work engagement (Salanova, Schaufeli, Llorens, Pieró &Grau, 2000; Demerouti et al., 2001; Schaufeli et al., 2002a; Schaufeli, Martínez, Marques-Pinto,
Salanova & Bakker, 2002b; Montgomery et al., 2003; Schaufeli & Bakker, in press). However, thepattern of relationships slightly differs from what was expected. Namely, vigor and exhaustion aremuch less strongly inter-related than could be expected on theoretical grounds, whereas (lack of)professional efficacy was most strongly related to all three aspects of engagement. As a consequence, asecond-order factor analytic model in which the three sub-scales load together with lack of professional
efficacy on one factor and exhaustion and cynicism on the other factor fits well to the data (Salanova etal., 2000; Schaufeli et al., 2002a; Schaufeli, Taris & Van Rhenen, 2003; Schaufeli & Bakker, in press).
A similar result was obtained by Demerouti et al. (1999) using discriminant analyses. In this study, thethree engagement scales plus lack of professional efficacy loaded on one discriminant function, whereas
both other burnout scales loaded on the second remaining function. A possible explanation for thesefindings may be that lack of professional efficacy is measured with items that are positively formulated
and that are subsequently reversed to constitute a ''negative'' score that is supposed to be indicative forlack of professional efficacy. Recently, Bouman, Ten Brake en Hoogstraten (2000) showed that thenotoriously low negative correlations between lack of professional efficacy and both other burnout
dimensions change dramatically in much higher positive correlations when instead of reversing
positively formulated items, negative items are used to tap lack of efficacy. Still unpublished Belgian,Dutch (Waegenmakers, 2003) and Spanish studies replicate this remarkable result. In other words, thatprofessional efficacy is stronger related to engagement than to burnout is probably partly due to the factthat the efficacy items of the MBI have been positively phrased instead of negatively. However, it isalso conceivable that work engagement leads to feelings of professional efficacy.

Work engagement and workaholism. A recent study on the construct validity of work engagement,
burnout and workaholisme showed that engagement and workaholism are hardly related to each otherUWES Manual; page9

with the exception of absorption that correlates moderately positive with the workaholism aspect‘working excessively’ (Schaufeli, Taris & Van Rhenen, 2003). Moreover, it is remarkable that vigor
and dedication are negatively – albeit weakly – correlated with the second defining characteristic of
workaholism, namely ’’strong inner drive’’. Obviously, the irresistible inner drive of the workaholic towork is different from the vigor and dedication characteristic of the engaged employee. This study also
showed that work engagement and workaholism are related to different variables: both types of
employees work hard and are loyal to the organization they work for, but in case of workaholism thisgoes at the expense of the employee's mental health and social contacts outside work, whereas engaged
workers feel quite good, both mentally as well as socially.
Possible causes of work engagement. It should be emphasized that we are dealing with possible causes(and consequences) of engagement, since only very few causal inferences can be made because themajority of studies is cross-sectional in nature. Work engagement is positively associated with job
characteristics that might be labeled as resources, motivators or energizers, such as social support form
co-workers and one's superior, performance feedback, coaching, job autonomy, task variety, andtraining facilities (Demerouti et al., 2001; Salanova et al., 2001, 2003; Schaufeli, Taris & Van Rhenen,
2003; Schaufeli & Bakker, in press). Sonnentag (2003) showed that the level of experienced work
engagement is positively associated with the extent to which employees recovered from their previous
working day. Moreover, work engagement is positively related with self-efficacy (Salanova et al.,2001), whereby it seems that self-efficacy may precede engagement as well as follow engagement.
(Salanova, Bresó & Schaufeli, 2003). This means that an upward spiral may exist: self-efficacy breeds
engagement, which in its turn, increases self-efficacy beliefs, and so on. In a similar vein, a recent
unpublished study among students showed that previous academic performance (i.e., the student's GPA
as taken from the university's computerized student information system) correlated positively withengagement (Waegenmakers, 2003). An earlier study across three countries had already revealed thatengagement is positively related to self-reported academic performance (Schaufeli et al., 2002b).
Furthermore, it appears that employee's who take the positive feelings from their work home or who –vice versa – take the positive experiences at home to their work exhibit higher levels of engagementcompared to those where there is no positive cross-over between the two different domains(Montgomery et al., 2003). Finally, in a study among working couples it was shown that wives' levels ofvigor and dedication uniquely contribute to husbands' levels of vigor and dedication, respectively, evenwhen controlled for several work and home demands (Bakker, Demerouti & Schaufeli, 2003). The same
applies to husband's levels of engagement that are likewise influenced by their wives' levels of
engagement. This means that engagement crosses over from one partner to the other, and vice versa. So
far, two longitudinal studies have been performed on the possible causes of burnout. The study of
Bakker et al (2003) among employees from a pension fund company showed that job resources such associal support from one's colleagues and job autonomy are positively related to levels of engagementthat are measured two years later. Also, it appeared in this study that engaged employees are successful
in mobilizing their job resources. Bakker, Salanova, Schaufeli and Llorens (2003) found similar results
among Spanish teachers.

UWES Manual; page 10
Possible consequences of work engagement. The possible consequences of work engagement pertain topositive attitudes towards work and towards the organization, such as job satisfaction, organizational
commitment, and low turnover intention (Demerouti et al., 2001; Salanova et al., 2000; Schaufeli &Bakker, in press; Schaufeli, Taris & Van Rhenen, 2003), but also to positive organizational behavior
such as, personal initiative and learning motivation (Sonnentag, 2003), extra-role behavior (Salanova,
Agut & Peiró, 2003), and proactive behavior (Salanova et al., 2003). Furthermore, there are someindications that engagement is positively related to health, that is, to low levels of depression anddistress (Schaufeli, Taris & Van Rhenen, 2003) and psychosomatic complaints (Demerouti et al., 2001).
Finally, it seems that work engagement is positively related to job performance. For instance, a study
among about one-hundred Spanish hotels and restaurants showed that employees’ levels of work
engagement had a positive impact on the service climate of these hotels and restaurants, which, in its
turn, predicted employees' extra-role behavior as well as customer satisfaction (Salanova, Agut, &Peiró, 2003). It is important to note that, in this study, work performance was measured independently
from the employees, namely by interviewing customers about their satisfaction with the service
received.



Work engagement as a mediator in the motivation process. The previous findings about possible causes
and consequences suggest that work engagement may play a mediating role between job resources on
the one hand and positive work attitudes and work behaviors at the other hand. In a recent study,
Schaufeli and Bakker (in press) tested such a model among four samples from different types of service
organizations. Their structural equation model also included job stressors, burnout, and healthcomplaints. They found some evidence for the existence of two types of processes: (1) a process ofhealth impairment or erosion in which job stressors and lacking job resources are associated withburnout, which, in its turn is related to health complaints and negative work attitudes; (2) a motivational
process in which available job resources are associated with work engagement, which, in its turn, isassociated with positive work attitudes. Also other studies confirmed the mediating role of work
engagement. Essentially, the results of Schaufeli and Bakker (in press) have been replicated byHakanen, Schaufeli and Bakker (2003) in a study among a large sample of Finnish teachers.
Furthermore, the results of the study by Salanova, Agut and Peiró (2003) corroborate the model of
Schaufeli and Bakker (in press): work engagement plays a mediating role between job resources (e.g.,technical equipment, participation in decision making) and service climate and job performance (i.e.,
extra-role behavior and customer satisfaction) Moreover, in another study among over 500 ICTworkers, Salanova et al. (2003) observed that work engagement mediated the relationship between
available resources (performance feedback, task variety, and job control) and proactive organizational
behavior.

Work engagement as a collective phenomenon. Work engagement is not only an individual
phenomenon, but it also occurs in groups; that is, it seems that employees in some teams or parts of theorganization are more engaged than in other teams or parts (Salanova, Agut en Peiró, 2003; Taris,
Bakker, Schaufeli & Schreurs, 2003). Obviously, engagement is not restricted to the individual
employee, but groups of employees may differ in levels of engagement as well. Bakker and Schaufeli

UWES Manual; page 11(2001) observed in a study that included 130 teams from different organizations that the collective levelof engagement of the team is associated with the individual level of engagement of the team members:
the more engaged the team, the more engaged it's members. Moreover, it appeared that the ‘engaged’
teams were able to acquire more job resources compared to the teams that were less ‘engaged’, which inits turn had a positive impact on the level of engagement of the individual team members. This so-called
collective engagement has also been studied in the laboratory by Salanova, Llorens, Cifre, Martínez and
Schaufeli (2003). They found that groups of students who had to carry out a particular task under timepressure reported higher levels of collective engagement, only when the group also felt competent tosolve the task. When the group felt that they lacked the competence to do so, levels of collective
engagement were low. Unfortunately, the effect of engagement on task performance was notinvestigated in this study. Finally, the previously discussed results from the study of Bakker et al.
(2003) on working couples showed that engagement is ‘contagious’; that is, it may cross over from one
partner to the other and vice versa. This process of transference or crossover by which one person''catches'' the high level of engagement of the other may be responsible for the emergence of collective
forms of engagement.
In sum: validity studies that have been carried out with the UWES show that work engagement is indeed
negatively associated with burnout, albeit that the relationship between vigor and exhaustion and between
dedication and cynicism is somewhat less strong than was expected. Furthermore, engagement can bediscriminated from workaholism. Particularly job resources that act as motivators seems to cause work
engagement, whereas engaged employees exhibit positive job attitudes, experience good mental health, and seemto perform better than those who are less engaged. Finally, engagement is not restricted to the individual, it may
crossover to others thus leading to what has been labeled collective engagement.

4. The psychometric quality of the UWES
Below, results on the psychometric quality of the UWES are reported using a Dutch language database,consisting of Dutch and Flemish studies among different occupational groups, as well as an international
database that includes data from various countries. First, the psychometric analyses of the Dutch language
database are presented, followed by that of the international database. A similar structure is used in both cases:
first the composition of the database is discussed and next the results are presented of analyses regarding the
distribution characteristics of the items, the internal consistencies of the subscales, the factor structure of the
UWES, the relationships with burnout, age, and gender, and the differences between professional groups (in the
Dutch database) and between countries (in the international database). Finally, a short version of the UWES ispresented, as well as a slightly adapted version for students.
4.1. Description of the Dutch language database
For the purpose of carrying out psychometric evaluations of the UWES, a database has been compiled that
includes 25 studies that have been conducted between 1999 and 2003 in The Netherlands and in Flanders. TheseUWES Manual; page 12
studies took either place in a single organization, sometimes including multiple sites, or included specificprofessional groups such as farmers or physicians (see Table 1).
In 11 of the 25 studies from the database, the UWES-17 (N = 2,313) has been used, whereas in the remaining 14
studies (N = 7,366) the UWES-15 has been used. Unless mentioned otherwise, the UWES-15 is used for thepsychometrical analyses because in that case all 9,679 respondents could be included. However, the analyses
were run simultaneously with the UWES-17 and the shortened UWES-9 (see 4.7). In case the results of theseanalyses substantively differed from those obtained with the UWES-15, this is mentioned in the text.
Table 1: Composition of the database of the Dutch language version of the UWES
Study

N

%

1 Employees of an insurance company*

86.92 Consultants of a computer firm*80.8

3 Ground staff of an airline company*

82.84 Employees of a call-center of a telecom company*

477

4.9

5 Teaching staff and administrating staff of a professional college*

1003

10.4

6 Employees of a law firm*

57.6

7 Military police officers*

3042

31.4

8 Employees of a pension fund*

507

5.2

9 Employees of an insurance company*

381

3.9

10 Employees of a local radio/TV station*

84.911 Physicians who completed a career counseling instrument

655

6.8

12 Police officers

99

1.0

13 Medical and nursing staff of surgical units of a university hospital

104

1.1

14 Hospice staff*

84.915 White collar civil servants74.8

16 Hospice staff

204

2.1

17 Volunteers who responded to a newspaper ad

124

1.3

18 Managers of a telecom company

587

6.1

19 Blue collar workers from the food processing industry

111

1.0

20 Participants of a workshop on the improvement of personal effectiveness at work

121

1.3

21 Farmers and horticulturists from a network of the Dutch Economic Agricultural Institute*

382

3.9

22 Flemish farmers*

496

5.1

23 Flemish white collar workers from various organizations*

590

6.1

24 Flemish blue collar workers from the automotive industry

64.7

25 Flemish nurses

199

2.1

9,679

100

Total
Note: * The UWES-15 has been completed

UWES Manual; page 13
The database includes 42,8% men and 57,2% women and age ranges from 15 to 81 years (M = 38.2 years; SD =10.51). Most employees are Dutch (86%), with the remaining employees originating from Belgium (Flanders). In
both countries, a similar Dutch language version of the UWES has been used. Table 2 presents the occupationalgroups that have been included in the database.
Table 2: Occupational groups in the database of the Dutch language version of the UWES
Occupational group

N%

Farmers and horticulturists

844

9.1

Blue collar workers

301

3.1

Hospital staff

264

2.7

1,645

16.9

Hospice workers

288

2.9

Physicians

655

6.8

Nurses201

2.1

Civil servants

229

2.4

College staff

1,003

10.4

(Militairy) police officers

3,145

32.5

Managers

638

6.6White collar workers (not-for-profit sector)

363

3.8

Miscellaneous

63

0.6

Information missing

48

0.4

9,679

100.0

White collar workers (profit sector)

Total

The studies that are included in the database are at best representative for a particular organization or for aparticular occupational group, such as military police officers, or Dutch farmers and horticulturists. As aconsequence, the database is not representative for the Dutch and/or Flemish working population. However, thedatabase is rather heterogeneous as far as professional groups is concerned, ranging from unskilled blue collar
and white collar workers to executives, and from hospice staff to university hospital surgeons. Also, the databaseincludes employees who work predominantly with people (in health care and education), things or live stock(e.g., production line workers, farmers), or information (office clerks, managers); a distinction that can be madeas far as the object of employee's work is concerned (Fine & Cronshaw, 1999). Hence, albeit that the database as
such is not representative, it is heterogeneous enough to carry out psychometric analyses.

4.2. Distribution characteristics of the items
It was examined to what extent the frequency distributions of the UWES items deviate from normality as far as
their skewness and kurtosis is concerned. It appeared that, generally speaking, items are normally distributed
across the samples. As far as skewness is concerned, relatively minor deviations from the critical value of 1.96
were found for items DE01 (in one single sample: 2.5) and AB01 (in three samples: < 2.6). The deviations in

UWES Manual; page 14
terms of kurtosis were somewhat more frequent but likewise not very serious: item DE01 (in two samples: <6,2), item AB01 (in five samples: < 8.8), item V I01 (in two samples: < 4.1), item DE02 (in one sample: 4.2) anditem VI02 (in two samples: < 34). Perhaps, except for item AB01 deviations form normality are rather
unproblematic.

4.3. Internal consistency
Table 3 shows the internal consistencies (Cronbach's ) of the scales of the various versions of the UWES (forthe short UWES-9, see 4.7). The -values have been computed for the total database as well as for theindividual studies. Table 3 displays the range of  as well as its median (Md). The latter is based on 15 studies(N = 9.679) as far as the UWES-9 and UWES-15 is concerned, whereas the median is based on the remaining 11
studies (N = 2.313) as far as the UWES-17 is concerned. As can be seen from Table 3, the internal consistencies
are quite good for the short version as well as for both longer versions. Moreover, internal consistencies are well
above the criterion of .60 that is recommended for newly developed measurement instruments (Nunnaly &Bernstein, 1994).
Table 3: Cronbach's  of the UWES-scales
UWES-9 (N = 9,679)

UWES-15 (N = 9,679)

UWES-17 (N =2,313)

Total

Md

Range

Total

Md

Range

Total

Md

Range

Vigor

.84

.84

.75 – .91

.86

.86

.81 – .90

.83

.86

.81 –.90

Dedication*

.89

.89

.83 – .93

.92

.91

.88 – .95

.92

.92

.88 –.95

Absorption

.79

.79

.70 – .84

.82

.81

.75 – .87

.82

.80

.70 –.88

Note. * The dedication scales of the UWES-15 and the UWES-17 are identical.

It is remarkable that the 6-item vigor scale is not more internally consistent than the scale with 5 items, whereas
the 5-item absorption scale even seems to be somewhat more internally consistent than the scale with 6 items.
The latter appears particularly from a comparison of -values across studies. Because, in principle, Cronbach's increases with test-length, 's for the UWES-9 scales, that only include three items, are somewhat lower than thecorresponding values of the UWES-15 or UWES-17. However, the internal consistency of the shortened scales
largely exceeds the generally accepted criterion for existing scales of   .70 (Nunnaly & Bernstein, 1994).
In conclusion: all scales of the UWES are highly internally consistent. Furthermore, adding another item to thevigor and absorption scales does not increase the scale's internal consistence; quite to the contrary, it even seems
that is slightly decreases. In other words, as far as the internal consistency is concerned, both extra items (VIT06
and ABS06) might just as well be eliminated. This is yet another reason to focus on the psychometric qualities of
the UWES-15.

UWES Manual; page 15
Table 4, shows the internal consistencies of the total scale of the UWES. In the next paragraph, it will be argued
that in some instances using the total score is to be preferred above using the scores on the three subscales. As
can be seen from the table, the total scales of the three UWES versions are highly internally consistent.
Table 4: Cronbach's  of the total UWES scale
N

Total

MedianRange

UWES-9

9,679

.93

.93

.89 – .97

UWES-15

9,679

.92

.94

.90 – .96

UWES-17

2,313

.93

.94

.91 – .96

4.4. Factor structure and inter-correlations
In order to investigate the factor structure of the UWES, a number of confirmatory factor analyses have been
carried out. The analyses have first been carried out using the total database, followed by the analyses of all
individual studies seperately, using the so-called Multiple Group Method. In order to increase the statisticalpower only those studies with more than 200 employees have been included in the analyses. This means that for
the UWES-9 and the UWES-15 ten samples were analyzed (N = 8,120) and for the UWES-17 only two (N =1,242).
Using this two-step approach it is possible to assess the fit of a particular factor solution to the data of the entire
group in the database, as well as to assess the extent to which the factor solution is invariant across the separate
studies. The fit of the one-factor solution that assumes that all three aspects of work engagement load on one
underlying dimension is assessed, as well as the fit of the three factor solution that assumes that the three aspectsof work engagement (vigor, dedication and absorption) are independent, yet correlated factors (Table 5). In otherwords, it is investigated if work engagement is a one-dimensional or three dimensional construct.
Table 5: The fit of the one-factor and three-factor solutions of the UWES
Model

N

χ2

df

GFI

AGFI

RMSEA

NFI

NNFI

CFI

1-factor

9,679

4394.38

27

.90

.83

.13

.92

.90

.92

1-factor MG

8,120

3838.04

270

.90

.83

.04

.92

.90

.92

3-factor

9,679

2296.23

24

.95

.91

.10

.96

.94

.96

3-factor MG

8,120

2197.85

240

.95

.90

.03

.95

.94

.96

1-factor

9,679

10937.76

90

.85

.80

.11

.89

.87

.89

1-factor MG

8,120

1026.80

900

.83

.77

.04

.87

.86

.88

3-factor

9,679

7798.57

87

.89

.85

.10

.92

.90

.92

3-factor MG

8,120

8273.85

870

.87

.81

.03

.90

.89

.91

UWES-9UWES-15UWES Manual; page 16

Table 5: Continued
Model

N

χ2

df

GFI

AGFI

RMSEA

NFI

NNFI

CFI

2,313

3554.65

119

.83

.78

.11

.87

.85

.87

UWES-17
1-factor
1-factor MG

1,242

2333.28

238

.78

.72

.08

.82

.81

.84

3-factor

2,313

2637.97

116

.87

.83

.10

.90

.89

.91

3-factor MG

1,242

1859.93

232

.82

.77

.08

.86

.85

.87

Note: MG = Multiple-Group method; GFI = Goodness-of-Fit Index; AGFI = Adjusted Goodness-of-Fit Index; RMSEA = Root Mean Square
Error of Approximation; NFI = Normed Fit Index; NNFI = Non-Normed Fit Index; CFI = Comparative Fit Index.

Table 5 shows that the fit of the three-factor solution is superior to that of the one-factor solution. However, as
far as the UWES-9 is concerned, the fit of the one-factor model is also acceptable; that is the relative fit indices(NFI, NNFI en CFI) exceed the critical value of .90 (Byrne, 2001) 4. Moreover, the one-factor as well as thethree-factor solution of the UWES-9 is relatively invariant across the 10 Dutch language studies that were
included in the analyses. It can be inferred from the result that the fit of both models in the total group does notdeviate substantially from the fit that is obtained using the MG-method (this indicates that the factor loadings andcovariations between the factors are invariant across occupational groups). Also, the three-factor solution of
UWES-15 is invariant across the 10 studies involved, albeit to a somewhat lesser extent. As far as the UWES-17
is concerned, there is a large difference between the fit in both samples that have been included, which points toa relatively poor invariance.
Although the fit of the three-factor solution appears to be somewhat better than that of the one-factor solution,
the correlations between the three scales of the UWES are rather strong. This applies both to the correlations
between the latent factors, as well as from the correlations between the manifest or observed scale scores (Table
6). Because latent variables represent ''true scores'' that are free of measurement error, correlations between latentscores are by definition higher than correlations between observed scores that include this measurement error.

Table 6: Correlations between latent and manifest UWES-factors
Total groupMedianRange

LatentManifest

LatentManifest

LatentManifest

Vigor - Dedication

.87

.70

.88

.70

.85 – .95

.55 – .80

Dedication - Absorption

.91

.77

.92

.76

.86 – .98

.66 – .85

Vigor - Absorption

.84

.71

.86

.72

.77 – .92

.59 – .81

UWES-9 (N = 9,679)

4

In principle, RMSEA should be smaller than .08, or at least .10 (Byrne, 2001), but in very large samples a somewhat higher value of
RMSEA is usually observed.

UWES Manual; page 17

Table 6: Continued
Total groupMedianRange

LatentManifest

LatentManifest

LatentManifest

Vigor - Dedication

.87

.77

.87

.79

.84 – .97

.59 – .86

Dedication - Absorption

.93

.80

.92

.79

.84 – .98

.65 – .87

Vigor - Absorption

.90

.76

.93

.76

.84 – .98

.60 – .87

.89

.78

.85

.80

.83 – .87

.61 – .84

UWES-15 (N =9,679)

UWES-17 (N = 2,313)
Vigor - Dedication
Dedication - Absorption

.90

.77

.89

.76

.88 – .90

.62 – .84

Vigor - Absorption

.90

.75

.89

.75

.85 – .92

.55 – .84

The very high correlations between the (latent) factors of the UWES suggest that although psychometricallyspeaking we deal with an instrument that is composed of three dimensions, for practical purposes the threefactors be collapsed into one factor. This applies particularly to the shortened version, because the one-factor
model of the UWES-9 fitted well to the data (see Table 5).
In conclusion: Work engagement, as assessed by the UWES may be considered a one-dimensional as well as athree-dimensional construct. The high correlations between the three dimensions (see Table 6) and the highvalues for Cronbach's  for the total scale support a one-dimensional model, whereas the superior fit of the three
dimensional model supports the existence of three subscales (at least for the UWES-15 and UWES-17) (seeTable 5).
In case one is interested in the different dimensions of work engagement, it's obvious that the three-dimensional
instrument should be used. This may be the case when work engagement is included in a linear structural model
where the latent engagement factor may be represented by the three manifest factors. However, when one isinterested in the concept of engagement as such, rather than in its constituting parts, the total score (of theshortened version) may be used. Since the three scales of the UWES are so strongly correlated, they should not
be entered simultaneously in multivariate regression analyses in order to avoid problems with multicollinearity.
In that case, the use of the total score is preferred.

4.5. Relationship with burnout
In 15 studies from the database (N = 6,726) the Utrechtse Burnout Scale (UBOS; Schaufeli & Van Dierendonck,2000) – the Dutch version of the Maslach Burnout Inventory - General Survey (MBI-GS; Maslach, Leiter &Jackson, 1986) – has been included as well. This allows an examination of the correlations between the three
dimensions of burnout – exhaustion, cynicism, and professional inefficacy – and work engagement. It is
expected that burnout and engagement are negatively correlated, especially as far as vigor and exhaustion, anddedication and cynicism are concerned (see 1). Table 7 presents to correlations that are obtained in the total

UWES Manual; page 18
group of 6,767 employees as well as the median and the range of correlations that are found across the 15 studies
separately.
Table 7: Correlations between burnout (UBOS) and work engagement (UWES) (N = 6,726)

Exhaustion

Cynicism

Reduced

Vigor

Dedication

Absorption

UWES

Correlation in total group

-.38

-.26

-.15

-.28

Median

-.40

-.33

-.19

-.36

Range

-.29 – -.71-.21 – -.51-.10 – -.43-.22 – -.58

Correlation in total group

-.50

-.66

-.46

-.60

Median

-.53

-.65

-.44

-.61

Range

-.40 – -.65-.55 – -.73-.34 – -.55-.50 – -.70

-.66

-.67

-.55

-.68

Correlation in total group

Professional Median
Efficacy

Range

-.65
-.58 – -.74

-.70

-.56

-.70

-.63 – -.78-.44 – -.69-.60 – -.75

Note: UBOS = Utrecht Burnout Scale.

All correlations in the 15 studies between the burnout and engagement scales are negative and with virtually no
exception also significant. The three engagement scales are most strongly correlated with (reduced) professional
efficacy, which might be caused by the fact that the items of the efficacy scale are positively worded and havebeen reversed in order assess inefficacy (see 3). As expected, dedication is strongly negatively correlated withcynicism, but contrary to expectations, the correlation between vigor and exhaustion is relatively low. In otherwords, engaged employees are not cynical and feel competent in their jobs, and – to a somewhat lesser degree –do not feel very fatigued.

4.6. Relationships with age and gender
The three scales of the UWES correlate weakly and positive with age: vigor r = .05, dedication r = .14, andabsorption r = .17. The correlation of age with the total UWES score is .14. Hence, older employees feel moreengaged. However, the percentage of shared variance is rather small – i.e., less than 2%.
Men (N = 5,450) score significantly higher than women on dedication and absorption (N= 4,066), whereas no
gender differences in levels of vigor seem to exist. In addition, men have higher total-scores on the UWES-15
compared to women. Although these differences are statistically significant, they lack practical significancebecause their size is very small. The mean score for men on dedication and absorption is 4.02 and 3.65,
respectively, whilst the corresponding mean values for women are 3.90 and 3.48. Hence, the gender differences
regarding dedication and absorption are .12 and .17, respectively; which is far less than one standard deviation.
The total-score on the UWES-15 for men is 3.89 against 3.77 for women; a minor difference of only .12; whichis again far less than the standard deviation. Since mean levels of engagement do not differ much between men
and women, it was decided not to compute gender-specific norm scores.

UWES Manual; page 19

4.7. Differences between occupational groups
Generally speaking, differences in mean levels of engagement between various occupational groups are
significant, but relatively small and they almost never exceed the size of one standard deviation. Nevertheless, aparticular pattern is observed whereby farmers and managers exhibit the highest scores an all dimensions andblue-collar workers and physicians show the lowest scores. The fact that levels of engagement are so low among
physicians is perhaps somewhat surprising but might be explained by the particular composition of the sample.
The physicians who are included in the database filled out a computerized questionnaire through the internet –including the UWES – that was part of a so-called ''career monitor'' (Bakker, Schaufeli, Bulters, Van Rooijen &Ten Broek, 2002). The target group of the career monitor project was physicians who experienced any kind ofcareer problem. Hence it is plausible that this specific group of physicals might show low engagement with theirjobs. As a matter of fact this could have been the very reason to participate in the career counseling's project.
Furthermore, each of the three engagement dimensions also shows a somewhat particular pattern as far as high or
low scoring occupational groups is concerned. For instance, home care workers are not very vigorous but feelquite dedicated, whereas military police officers feel moderately vigorous, but feel neither dedicated nor
absorbed by their job.
Tables 8 to 11 show the means and standard deviations of the three occupational groups with the highest and thelowest scores on each of the dimensions of the UWES, as well as on the total questionnaire. Only for vigor andabsorption do the differences between the highest scoring group and the lowest scoring group exceed one
standard deviation, which indicates a practically relevant difference. Because the mean values of the various
occupational groups do not differ systematically, no occupation-specific norms have been computed.
Table 8: Levels of vigor for various occupational groups (UWES-15)
Occupational Group

N

Mean

Standard deviation

Highest scores
Managers

632

4.29

1.03

Farmers

875

4.22

1.06

1,826

4.15

1.11

Home care staff

84

3.71

1.03

Blue-collar workers

376

3.67

1.23

Physicians

655

3.04

0.92

9,679

3.99

1.10

White collars workers (profit)
Lowest scores

Total group

UWES Manual; page 20
Table 9: Levels of dedication for various occupational groups (UWES-15)
Occupational Group

N

Mean

Standard deviation

Highest scores
Farmers

875

4.27

1.03

Managers

632

4.26

1.06

Home care staff

84

4.25

1.11

Blue-collar workers

376

3.78

1.03

Military police officers

3,193

3.66

1.23

655

3.29

0.92

9,679

3.91

1.10

Lowest scores

Physicians
Total group

Table 10: Levels of absorption for various occupational groups (UWES-15)
Occupational Group

N

Mean

Standard deviation

Highest scores
Farmers

875

4.10

1.10

Managers

632

3.98

1.08

Nurses

201

3.92

1.04

Lowest scores
Military police officers

3,193

3.35

1.17

Blue-collar workers

376

3.34

1.27

Physicians

655

2.96

1.92

Total group

9,679

3.58

1.18

Table 11: Total-score for occupational group (UWES-15)
Occupational Group

N

Mean

Standard deviation

875

4.24

1.04

Highest scores
Farmers
Managers

632

4.22

1.00

1,826

3.97

1.12

Military police officers

3,193

3.69

1.12

Blue collar workers

376

3.63

1.24

655

3.10

0.87

9,679

3,82

1.10

White collar workers (profit)
Lowest scores

Physicians
Total group

UWES Manual; page 21
4.8. Short version
In order to shorten the scales of the UWES to three items maximum, an iterative process has been carried out,
whereby each sample was analyzed separately. First, of each scale the most characteristic item was selected onface value. Next, this item was regressed on the remaining items of the particular scale. The item with the highest
β-value in most samples was then added to the initial item. In the next step, the sum or these two items was
regressed on the remaining items of the scale, and again the item with the highest β-value in most samples wasadded to both items that were previously selected. These three items constitute the final shortened version of thatscale.
As most characteristic item for vigor was selected: ''At my work, I feel bursting with energy’ (VI01). This item
was supplemented in the next two steps by ’At my job, I feel strong and vigorous’ (VI02), and ‘When I get up in
the morning, I feel like going to work’ (VI03), respectively. The values of Cronbach's α vary from .75 to .91(median: .84) across the 25 studies. Correlations with the longer 5-item and 6-item versions vary between .95
and .97 (median: .96), and .93 and .96 (median: .96), respectively.
As most characteristic item for dedication was selected: ‘I am enthusiastic about my job’ (DE02). This item was
supplemented by ‘I am proud on the work that I do’ (DE04), and ‘My job inspires me’ (DE03), respectively. The
values of Cronbach's α vary from .83 to .93 (median: .89) across all studies. Correlations with the longer, 5-item
version vary from .92 to .96 (median: .94).
As most characteristic item for absorption was selected: ‘I am immersed in my work’ (AB04). This item was
supplemented by ‘I get carried away when I’m working’ (AB05), and ‘I feel happy when I am working intensely’(AB03), respectively. The values of Cronbach's α vary from .75 to .94 (median: .79). Correlations with thelonger, 5-item and 6-item versions vary between .92 and .96 (median: .95), and .88 and .94 (median: .92),
respectively.
Cronbach's α of the instrument including all 9 items varies from .89 to .97 (median: .93).

4.9. Student version
In addition to a version for employees, a student version of the UWES has also been developed: the UWES-S(see Appendix). Compared with the employee version, some items have been rephrased, for instance, ‘When I’mdoing my work as a student, I feel bursting with energy’ instead of ''At my work, I feel bursting with energy‘.
Two independent datasets are available, both of students from the Social Faculty of Utrecht University, who in2000 (N = 292) and 2003 (N = 235) completed the 17-item UWES-S. The complete dataset (N = 527) is used forthe psychometric analyses that are reported below. The majority of the total sample is woman (88%), theremaining 12% is men; age varies between 18 and 49 years, with a mean of 22.8 years (SD = 3.08).

UWES Manual; page 22
All items of the UWES-S are about normally distributed. Neither the skewness nor the kurtosis of any item
exceeds the critical value of 1.96. Cronbach's  for the original vigor (6 items), dedication (5 items) andabsorption (6 items) scales is .63, .81 and .72, respectively. The internal consistency of the vigor scale satisfies
the criterion of .60 for a newly developed measurement instrument, whereas both other scales exceed thecriterion of  .70 for established scales (Nunnaly & Bernstein, 1994).
A similar procedure was followed as outlined in 4.7 in order to develop a shortened version of the UWES-S,
which resulted in three identical items for vigor (‘I feel strong and vigorous when I’m studying or going toclass’; ‘I feel fit and vigorous when I'm studying or I'm in class’; ‘When I get up in the morning I feel like going
to class''’), but three different items for dedication (‘I find my studies full of meaning and purpose’; ‘My study
inspires me’; ‘I am proud of my studies’), and absorption (‘Time flies when I am studying’; ‘When I am studying,
I forget everything else around me’; ‘I get carried away when I am studying’). Cronbach's  for the three
shortened scales are .73, .76, and .70, respectively, and .84 for the total 9-item scale. Hence, all shortened scales
have good internal consistencies, satisfying the criterion of .70.
Table 12 shows the results of confirmatory factor analyses for assessing the fit of the one-factor and three-factor
solutions of the UWES-S.
Table 12: The of the one-factor and three-factor solutions of the UWES-S (N = 572)
Model

χ2

df

GFI

AGFI

RMSEA

NFI

NNFI

CFI

1-factor

1929.5 2

238

.80

.74

.08

.81

.80

.83

3-factor

59.00

116

.89

.86

.08

.82

.83

.85

1-factor

173.78

27

.93

.88

.10

.88

.86

.89

3-factor

92.75

24

.96

.93

.07

.93

.92

.95

UWES-S-17

UWES-S-9

Note: GFI = Goodness-of-Fit Index; AGFI = Adjusted Goodness-of-Fit Index; RMSEA = Root Mean Square Error of Approximation; NFI= Normed Fit Index; NNFI = Non-Normed Fit Index; CFI = Comparative Fit Index.

In all cases, the fit of the tree-factor model to the data is superior to that of the one-factor model. Furthermore,
the hypothesized three-factor model of the UWES-17 does not fit very well to the data. This is for the most partcaused by the low factor loadings of some vigor items; these items have been eliminated in the short version, sothat the fit to the data is better.
Table 13 displays the correlations between the latent factors, resulting form the confirmatory factor analyses aswell as between the manifest or observed scale scores. As noted before, the former are by definition higher thanthe latter. Compared to Table 6 the correlations between the scales are lower for the student version than for theemployee version.

UWES Manual; page 23

Table 13: Correlations between the scales of the UWES-S (N = 572)
UWES-S-17 (manifest)

UWES-S-9 (manifest)

UWES-S-9 (latent)

Vigor – Dedication

.53

.54

.76

Dedication - Absorption

.51

.48

.70

Vigor – Absorption

.67

.58

.81

Based on the internal consistency as well as the fit of the three-factor model, the shortened version of the UWESS is to be preferred above the original 17-item version. Like in case of the employee version, the total score aswell as the three sub-scale scores of the (shortened) student version can be used as indicators of engagement.
Engagement among students (UWES-S-9) is weakly correlated with the age: vigor r = .23, dedication r = .13 andabsorption r = .15. The older the students, the more engaged they feel. Levels of engagement (UWES-S-9) do
not differ significantly between male and female students.
In addition to the UWES-S, all students also completed the student version of the UBOS – the Dutch version of
the MBI-GS (Schaufeli et al., 2002b). Table14 displays the correlations between burnout and engagement among
students.
Table 14: Correlation between the UWES-S-9 and the UBOS-S (N = 572)
Vigor

Dedication

Absorption

Exhaustion

-.16

-.07

-.00

Cynicism

-.35

-.60

-.26

Reduced efficacy

-.56

-.53

-.46

Against expectations, but in accordance with the results among employees, vigor and exhaustion are only weakly
negatively related. However, as expected, the correlation between dedication and cynicism is rather strong. Likeamong employees, correlations with reduced efficacy are highest (see Table 7).

5.

Other language versions

Below, the psychometric quality of the UWES is investigated using an international database, including studies
among different occupational groups in various countries. First the composition of the database is discussed andnext the results are presented of various psychometric analyses. Finally, a short version of the UWES ispresented, as well as a slightly adapted version for students.

UWES Manual; page 24

5.1. Description of the international language database
For the purpose of carrying out psychometric evaluations of the UWES, a database has been compiled that
includes 23 studies that have been conducted between 1999 and 2003 in 9 countries. These studies took either
place in a single organization, sometimes including multiple sites, or included specific professional groups suchas teachers or police officers (see Table 15).
Table 15: Countries included in the international database of the UWESCountryN%

1 Australia

473

3.7

2 Canada

267

2.1

3 Finland

3,651

28.9

4 France221

1.7

5 Germany

821

6.5

6 Greece*

470

3.7

7 Norway

2,349

18.6

8 South Africa

2,547

20.2

9 Spain

1,832

14.5

Total

12,631100

Note: * The UWES-15 has been completed

In almost all cases the UWES-17 was used, except in two Greek studies (total N = 470) that used the UWES-15.
All analyses were run simultaneously with the UWES-15, the UWES-17 and the shortened UWES-9 (see 5.8).
In Canada, Australia and South Africa, the English version of the UWES was used, whereas in the remaining
countries local language versions were employed (see Appendix).
The database includes 46.9% men and 53.1% women, and age ranged from 15 to 80 years (M = 40.2 years; SD =12.9). Table 16 presents the occupational groups that are included in the database.
Table 16: Occupational groups included the international database of the UWES
Occupational group
Salvation Army officers
Blue collar workers
Hospital staff
White collar workers (profit sector)
Civil servants
Table 16: Continued

N

%
470

3.7

1,210

9.6

78

.6

1,912

15.1

147

1.2

UWES Manual; page 25
Occupational groupN%

Physicians50.4Nurses385

3.4

University staff

428

2.4

Paramedics

681

5.4

Police officers

2,547

20.2

Teachers

2,601

20.6

Managers

226

1.8

1,488

11.8

Social workers/psychologists

147

1.2

Information missing

258

2.0

12.631

100.0

White collar workers (not-for-profit sector)

Total

The studies that are included in the database are neither representative for a specific country, nor for a specificoccupational group. Samples from three countries include only one occupational group: Australian Salvation
Army officers, South African police officers, and French salespersons. However, the database is rather
heterogeneous, not only as far as its international composition is concerned, but also regarding occupationalgroups that are represented that range from blue-collar workers to university staff. Like the Dutch language
database, the international database also includes employees who work predominantly with people (in health careand education), things (e.g. blue collar workers), or information (office clerks, managers); a distinction that canbe made as far as the object of employee's jobs is concerned (Fine & Cronshaw, 1999). Hence, albeit that the
database as such is not representative, it is heterogeneous enough to carry out psychometric analyses.

5.2. Distribution characteristics of the items
It was checked in samples of all 9 countries separately to what extent the frequency distributions of the UWES
items deviate from normality as far as their skewness and kurtosis is concerned. It appeared that, generally
speaking, items are normally distributed. Only in the French and German samples deviations from the criticalvalue of 1.96 were found. As far as skewness is concerned these were items the DE01 (Germany), and AB02 andVI01 (France). For kurtosis these were the items DE01 and AB01 (Germany), and VI01, VI02, VI03, VI06,
DE01, DE02, DE05, AB02, and AB06 (France). Except for the kurtosis of DE01 (Germany), and VI01 andAB02 (France) all deviations from normality were rather small (i.e. < 3.0). Thus, it can be concluded that with
only a very few exceptions in samples from two countries the work engagement items are normally distributed.

5.3. Reliability
Two aspects of reliability are considered: internal consistency and test-retest reliability, also called stability.
Internal consistency
Table 17 shows the internal consistencies (Cronbach's ) of the scales of the various versions of the UWES (forthe short UWES-9, see 5.8). The -values have been computed for the total database as well as for the individual

UWES Manual; page 26
studies. Table 17 displays the range of  as well as its median (Md). The latter is based on the samples from all 9
countries.

Table 17: Cronbach's  of the UWES-scales
UWES-9 (N = 12,631)

UWES-15 (N =12,631)

UWES-17 (N = 12,161)

Total

Md

Range

Total

Md

Range

Total

Md

Range

Vigor

.72

.76

.60 – .87

.80

.80

.56 – .88

.82

.82

.66 – .87

Dedication*

.84

.87

.74 – .90

.89

.89

.83 – .92

.89

.89

.83 – .92

Absorption

.77

.79

.66 – .85

.81

.82

.73 – .88

.83

.83

.79 – .88

Total score

.90

.91

.85 – .94

.92

.94

.88 – .96

.93

.93

.88 – .95

Note. * The dedication scales of the UWES-15 and UWES-17 are identical.

As can be seen from Table 17, the internal consistencies are quite good for the short version as well as for bothlonger versions. Because Cronbach's  increases with test-length, 's for the UWES-9 scales, that only include
three items per subscale, are somewhat lower than the corresponding values of the longer subscales of the
UWES-15 and the UWES-17 (see also 5.8). However, with one exception (French sales persons) the internalconsistencies of the shortened scales largely exceed the generally accepted criterion for existing scales of  .70 (Nunnaly & Bernstein, 1994). Basically, the 6-item versions of the vigor and absorption scales that areincluded in the UWES-17 are slightly more internally consistent than the 5-item versions from the UWES-15.
Only in one specific sample, namely French salespersons, there is large discrepancy observed; Cronbach's  forthe 5-item vigor scale of this sample is only .56, against .66 for the 6-item version.
Test-retest reliability
There are two longitudinal studies included in the international database which allow to assess the stability of the
UWES across time. The UWES was administered twice with an interval of one year among 293 Australian
Salvation Army officers and among 563 Norwegian paramedics. The stability coefficients (rt) are shown in Table
18.

Table 18: Test-retest reliability (rt) of the UWES scales
Scale

Salvation Army

Paramedics(AUS) (N = 293)

(NOR) (N = 563)

Vigor-6.64.71

Vigor-5.64.70

Vigor-3.61.71

UWES Manual; page 27

Table 18: Continued
Scale

Salvation Army

Paramedics(AUS) (N = 293)

(NOR) (N = 563)

Dedication-5

.58

.69

Dedication-3

.56

.66

Absorption-6

.58

.69

Absorption-5

.58

.68

Absorption3

.57

.63

UWES-17.63.72

UWES-15.62.72

UWES-9.64.73

The stability coefficients are slightly higher in the Norwegian sample, but in about the same range as in theAustralian sample. No large differences in stability exist between the three dimensions of the UWES, perhaps
with the exception of vigor that seems to be slightly more stable across time. Also, the length of the (sub)scales
does not seem to influence the level of stability. The one-year stability of the UWES is in about the same range
as that for the Maslach Burnout Inventory (see Schaufeli & Van Dierendonck, 2000).
In conclusion: all scales of the UWES are highly internally consistent. Furthermore, adding another item to thevigor and absorption scales hardly increases the scales’ internal consistency. In other words, as far as the internalconsistency is concerned, both extra items (VIT06 and ABS06) might just as well be eliminated. Although – asexpected – the internal consistencies of the shortened version are somewhat lower, they are still within theacceptable range. Finally, the stability of engagement across a one-year time lag is similar to that of burnout anddoes differ much between the three dimensions, although the stability coefficient of vigor seems to be somewhat
higher. The stability of the shortened version is similar to that of both longer versions.
5.4. Factor structure and inter-correlations
In order to investigate the factor structure of the UWES, a number of confirmatory factor analyses have been
carried out. The analyses have been carried out using the total database and using the data of each country
simultaneously, using the so-called Multiple Group method. (see also 4.4) The fit of the one-factor solution thatassumes that all three aspects of work engagement load on one underlying dimension is assessed, as well as thefit of the three factor solution that assumes that the three aspects of work engagement (vigor, dedication andabsorption) are independent, yet correlated factors (Table 19). In other words, it is investigated if work
engagement is a one-dimensional or three-dimensional construct.

UWES Manual; page 28
Table 19: The fit of the one-factor and three-factor solutions of the UWES in 9 different countries
Model

χ2

df

GFI

AGFI

RMSEA

NFI

NNFI

CFI

UWES-9 (N =12,631)
1-factor

3605.09

27

.93

.89

.10

.93

.91

.93

1-factor MG

6317.45

243

.89

.81

.04

.90

.87

.90

3-factor

1666.02

24

.97

.95

.07

.97

.95

.97

3-factor MG

3522.35

216

.94

.89

.03

.94

.92

.95

1-factor

8735.72

90

.90

.87

.09

.91

.89

.91

1-factor MG

15041.83

810

.84

.78

.04

.86

.85.

.87

3-factor

5483.06

87

.94

.92

.07

.94

.93

.94

3-factor MG

10081.09

783

.89

.84

.03

.90

.89

.91

UWES-17 (N = 12,161)
1-factor

11136.17

119

.89

.86

.09

.90

.88

.90

1-factor MG

18341.74

952

.82

.77

.04

.85

.83

.85

3-factor

7439.64

116

.93

.90

.07

.93

.92

.93

3-factor MG

14239.45

928

.86

.82

.03

.88

.87

.89

Note: MG = Multiple-Group method; GFI = Goodness-of-Fit Index; AGFI = Adjusted Goodness-of-Fit Index; RMSEA = Root Mean Square
Error of Approximation; NFI = Normed Fit Index; NNFI = Non-Normed Fit Index; CFI = Comparative Fit Index.

Table 19 shows that the fit of the three-factor solution is superior to that of the one-factor solution. However, as
far as the UWES-9 is concerned, the fit of the one-factor model is also acceptable; that is, all relative fit indices(NFI, NNFI en CFI) exceed the critical value of .90 (Byrne, 2001) 5. Moreover, the one-factor as well as thethree-factor solution of the UWES-9 is relatively invariant across the 9 countries that were included in theanalyses. This can be inferred from the result that the fit of both models in the total group does not deviate
substantially from the fit that is obtained using the MG-method. Also, the three-factor solution of UWES-15 isinvariant across the 9 countries involved, albeit to a somewhat lesser extent. In contrast, the invariance of thethree-factor structure of the UWES-17 is somewhat poor.
Table 20: The fit of the 3-factor UWES-15 model in the national samples
Country

N

χ2

df

GFI

AGFI

RMSEA

NFI

NNFI

CFI

Australia

473

552.63

87

.86

.80

.11

.89

.89

.90

Canada267

285.66

87

.87

.82

.09

.89

.91

.92

Finland

3,651

2350.19

87

.91

.88

.08

.90

.89

.91

France221

189.84

87

.90

.86

.07

.89

.90

.91

Germany

821

1173.59

87

.82

.75

.12

.83

.81

.84

5

In principle, RMSEA should be smaller than .08, or at least .10 (Byrne, 2001), but in very large samples a somewhat larger value of
RMSEA is usually observed.

UWES Manual; page 29
Table 20: Continued
Country

N

χ2

df

GFI

AGFI

RMSEA

NFI

NNFI

CFI

Greece470644.29

87

.84

.77

.12

.89

.88

.90

Norway2,349

2483.58

87

.86

.81

.10

.91

.89

.91

South Africa

2,547

1668.94

87

.92

.88

.08

.92

.91

.93

Spain

1,832

1531.06

87

.89

.85

.10

.88

.86

.89

Table 21: The fit of the 3-factor UWES-9 model in the national samples
Country

N

χ2

df

GFI

AGFI

RMSEA

NFI

NNFI

CFI

Australia

473

150.14

24

.94

.88

.11

.95

.94

.96

Canada267

271.22

24

.93

.86

.11

.93

.91

.94

Finland

3,651

522.21

24

.97

.94

.08

.96

.95

.96

France221230.26

24

.90

.80

.14

.93

.90

.94

Germany

821

1176.54

24

.89

.80

.14

.93

.90

.93

Greece470

494.55

24

.96

.93

.09

.96

.95

.96

Norway2,349

657.76

24

.94

.89

.09

.91

.91

.94

South Africa

2,547

475.95

24

.94

.89

.10

.93

.90

.93

Spain

1,832

135.20

24

.89

.80

.13

.92

.89

.93

As can be seen from Tables 20 and 21 the hypothesized three-factor model of the UWES-15 and the UWES-9
fits reasonably well in most countries, with relative fit-indices NFI, NNFI, and CFI either satisfying or
approaching the criterion of .90. Only in the Spanish and German samples, the fit of the UWES-15 is relatively
weak. However, the UWES-9 does fit well to the data of these both countries.
Although the fit of the three-factor solution appears to be better than that of the one-factor solution, thecorrelations between the three scales of the UWES are rather strong. This applies both to the correlations of thelatent factors from the confirmatory factor analysis, as well as from the correlations between the manifest or
observed scale scores (Table 22). Please note that the correlations between latent the scores are by definition
higher than correlations between observed scores because they are free of measurement error.

Table 22: Correlations between latent and manifest UWES-factors
Total groupMedianRange

LatentManifest

LatentManifest

LatentManifest

Vigor - Dedication

.96

.75

.95

.78

.87 –.99.69 –.83

Dedication - Absorption

.84

.67

.89

.77

65 –.96.52 –.84

Vigor - Absorption

.79

.59

.83

.70

.72 –.99.

.42 –.81

UWES-9 (N =12,631)

UWES Manual; page 30
Table 22: Continued
UWES-15 (N =12,631)
Vigor - Dedication

.94

.76

.94

.82

.86 – .99

.60 – .84

Dedication - Absorption

.84

.69

.92

.80

.67 –.97.52 – .85

Vigor - Absorption

.85

.67

.94

.79

.70 –.99.52 – .83

.93

.78

.94

.80

.82 –.99.60 – .84

UWES-17 (N = 12,161)
Vigor - Dedication
Dedication - Absorption

.85

.72

.91

.78

.75 – .94

.66 – .85

Vigor - Absorption

.86

.70

.90

.76

.73 – .99

.58 – .86

The very high correlations between the (latent) factors of the UWES suggest that although psychometricallyspeaking we deal with an instrument that is composed of three dimensions, for practical purposes the threefactors might be collapsed into one score. This applies particularly to the shortened version, because the onefactor model of the UWES-9 fits well to the data (see Tables 19 and 21)
In conclusion: Work engagement, as assesses by the UWES may be considered a one-dimensional as well as athree-dimensional construct. The high correlations between the three dimensions (see Table 22) and the highvalues for Cronbach's  for the total scale (see Table 17) support a one-dimensional model, whereas the superior
fit of the three dimensional model supports the three-dimensional model (at least for the UWES-15 and UWES17) (see Tables 19-21).
In case that one is interested in the different dimensions of work engagement, evidently the three-dimensional
scale should be used. This might also be the case when work engagement is included in a linear structural model
where the latent engagement factor may be represented by the three manifest factors vigor, dedication andabsorption. However, when one is interested in the concept of engagement as such, rather than in its constituting
parts, the total score may be used. In that case one may prefer to use the shortened 9-item version. Since the threescales of the UWES are so strongly correlated, they should not be entered simultaneously in multivariate
regression analyses in order to avoid problems with multicollinearity. Also in that case, the use of the total scoreis preferred.

5.5. Relationship with burnout
In all except two Norwegian studies (total N = 2,114), the Maslach Burnout Inventory (Maslach, Leiter &Jackson, 1986) has been administered as well. This allows us to examine the correlations between the three
dimensions of burnout – exhaustion, cynicism, and professional inefficacy – and work engagement. It is
expected that burnout and engagement are negatively correlated, especially as far as vigor and exhaustion, anddedication and cynicism are concerned (see 1). Tables 23 and 34 present the correlations that are obtained in the
total group of 10,427 employees as well as the median and the range of correlations that are found across the 9countries separately for the UWES-15 and the UWES-9, respectively.

UWES Manual; page 31
Table 23: Correlations between burnout (MBI-GS) and work engagement (UWES-15) (N = 6,726)
Vigor
Correlation in total group-.33
Median-.32
Range-.07 – -.49
Cynicism
Correlation in total group-.37
Median-.36
Range-.03 – -.63
ReducedCorrelation in total group-.50
professional Median-.59
efficacy
Range-.28 – -.70
Exhaustion

Dedication
-.31
-.31
-.01 – -.45
-.44
-.49
-.29 – -.65
-.51
-.57
-.28 – -.72

Absorption
-.09
-.24
-.03 – -.28
-.21
-.28
-.06 – -.53
-.39
-.45
-.23 – -.59

UWES-15-.27-.25-.02 – -.44
-.38
-.40
-.17 – -.64
-.52
-.63
-.29 – -.74

Table 24: Correlations between burnout (MBI) and work engagement (UWES-9) (N = 6,726)
Vigor
Exhaustion Correlation in total group-.38
Median-.37
Range-.05 – -.51
Cynicism Correlation in total group-.39
Median-.42
Range-.16 – -.62
ReducedCorrelation in total group-.44
efficacy
Median-.56
Range-.26 – -.61

Dedication
-.34
-.34
-.03 – -.41
-.45
-.51
-.32 – -.65
-.50
-.56
-.39 – -.71

Absorption
-.10
-.13
-.05 – -.37
-.23
-.28
-.06 – -.51
-.36
-.46
-.31 – -.56

UWES-15-.31-.31-.00 – -.45
-.40
-.46
-.27 – -.64
-.49
-.57
-.27 –-.68

Almost all correlations between the burnout and work engagement scales in the samples from the various
countries are significant and negative. Of the total of 120 correlations involving the UWES-15, only 8 were nonsignificant, for the UWES-9, seven non-significant correlations were observed. Almost all non-significant
correlations were obtained in either the Greek or the French samples. The three engagement scales – but
particularly vigor and dedication – are most strongly correlated with reduced efficacy, which may have beencaused by the fact that the items of the efficacy scale are positively worded and have been reversed in orderassess inefficacy (see 3). As expected, dedication is relatively strongly negatively correlated with cynicism, but
contrary to expectations, the correlation between vigor and exhaustion is relatively low. Absorption is least
correlated with the burnout scales. The total score on engagement is most strongly correlated with reduced
efficacy, followed by cynicism and exhaustion, respectively. In other words, engaged employees are not cynicaland feel competent in their jobs, and – to a somewhat lesser degree – do not feel very fatigued.

5.6. Relationships with age and gender
In the total sample, virtually no relationship is observed between work engagement and age; except for acorrelation of .05 with vigor that lacks any practical relevance. Correlations with age in the separate samples
from the 9 countries are significantly positive. The older the employees, the more engaged they feel. Generally
speaking the size of the correlations is rather small (< .20), with the exception of the Canadian sample (.30 < r <.35). This is, in most cases, the percentage of shared variance is rather small – i.e., less than 4%. Since no strong
and systematic relationship is with age observed, it was decided not to compute age-specific norm scores.

UWES Manual; page 32

In the total database, men (N = 6,469) score significantly higher than women (N= 5,722), on all three aspects ofengagement: means for men on vigor, dedication and absorption are 4.28, 3.83, and 4.36, respectively, against
4.11, 3.77, and 4.26 for women. Although these differences are statistically significant, they lack practicalsignificance because their size is very small; i.e. much less than one standard deviation. The total-score on the
UWES-15 for males is 4.10 against 4.05 for women; a minor difference of only .05, which is again far less than
the standard deviation. With a few exceptions, the picture emerges from the analyses of the separate samples:
generally speaking, compared to women, men show slightly higher values on the three aspects of engagement,
but in none of the cases this difference is of practical importance; i.e. more than one standard deviation. Sincemean levels of engagement do not differ much between men and woman, it was decided not to compute genderspecific norm scores.

5.6 Differences between countries
Although differences in levels of engagement have been computed between countries, these are difficult tointerpret since the composition of the samples from the various countries differs to a large extent. For instance,
the Finnish sample includes schoolteachers and academic teaching staff, whereas the South African sample only
includes police officers. Hence, the country samples are contaminated with occupational group. This being said,
fairly large differences were observed between countries. For instance the highest scores for vigor, dedication
and absorption were observed for the Finnish (M = 4.57), the French (M = 4,80) and again the French (M = 4.56)
samples, respectively. The lowest scores for all three aspects of engagement were observed for the Canadiansample: M = 3.35, M = 3.41, and M = 3.72, respectively. The French sample includes sales persons, whereas the
Canadian sample includes white and blue-collar workers. Hence the different scores of the countries might justas well reflect differences between occupational groups. In any case, the scales of the UWES are sensitive todifferences in scoring between countries and/or occupational groups. Because it is not clear how the observed
differences have to be interpreted, neither country specific nor occupational specific norms haven been
computed.

5.7 Shortened version
In order to shorten the scales of the UWES to three items maximum, a similar iterative process was carried out asdescribed in 4.8. As most characteristic item for vigor was selected: ''At my work, I feel bursting with energy’.
This item was supplemented in the next two steps by ‘At my job, I feel strong and vigorous’, and ‘When I get up
in the morning, I feel like going to work’, respectively. The former item showed the highest β-value in all
national samples, whereas the latter showed the highest β-value in all but two samples (Finland and Spain). The
values of Cronbach's α vary from .60 to .87 (median: .76) across the 9 national samples. Except for Finland andFrance, all α–values exceed .70. Correlations with the longer, 5-item and 6-item versions vary between .80 and.96 (median: .91), and .82 and .96 (median: .90), respectively.

UWES Manual; page 33
As most characteristic item for dedication was selected: ‘I am enthusiastic about my job’. This item was
supplemented by ‘My job inspires me’ and ‘I am proud on the work that I do’, respectively. The former item
showed the highest β-value in all national samples except France, whereas the latter showed the highest β-value
in all but two samples (Germany and Greece). The values of Cronbach's α vary from .74 to .90 (median: .87)
across countries. Correlations with the longer, 5-item version vary from .93 to .98 (median: .96).
As most characteristic item for absorption was selected: ‘I am immersed in my work’. This item was
supplemented by ‘I get carried away when I’m working’, and ‘I feel happy when I am working intensely’,
respectively. The former item showed the highest β-value in all national samples except South Africa, France
and Canada and Finland, whereas the latter showed the highest β-value in all but two samples (Canada andGreece). The values of Cronbach's α vary from .66 to .85 (median: .79). Except for Spain all α -values exceed.70. Only correlations with the longer, 5-item and 6-item versions vary between .90 and .96 (median: .94), and.88 and .96 (median: .92), respectively.
Cronbach's α of all 9 items varies from .85 to .94 (median: .91) across the 9 national samples. The α –value forthe total database is .90.

6.

Practical use

In this final chapter of the test-manual, the completion and the scoring of the UWES is discussed. Furthermore,
norms of the various (langue) versions of UWES are presented that are based on statistical cut-offs points.
6.1. Completion and scoring
It takes about 5-10 minutes to complete the UWES, which can be done individually as well as group wise. The
UWES may be used for individual assessment as well as for group assessment, for instance as part of an
employee satisfaction survey, or a psychosocial risk evaluation. The instruction at the top of the UWES test-form
is self-evident (see Appendix). If necessary, it can be checked if the subject(s) have understood the instruction..
In order to avoid answering bias that might result from specific connotations related to ‘work engagement’ this term
is not used in the title of the questionnaire. Instead, the more neutral term ‘Work & Well-being Survey’ is chosen withUWES between parentheses.
The mean scale score of the three UWES subscales is computed by adding the scores on the particular scale anddividing the sum by the number of items of the subscale involved. A similar procedure if followed for the total score.
Hence, the UWES, yields three subscale scores and/or a total score that range between 0 and 6.
For the content of the items and the meaning of the scale scores the reader is referred to Chapter 2.

UWES Manual; page 34
6.2. Dutch norms
Group norms
In order to interpret the scores of a particular group of employees on (a dimension of) the UWES, the mean scorefrom the database can be used (Tables 25 and 26). A simple t-test can be used in order to test the significance ofthe difference between the specific group at hand and the database score. As has been mentioned before, the useof either the UWES-15 or the UWES-9 is recommended. However, in the tables below the values of the UWES17 are included as well, which do not basically differ from those of the UWES-15.
Tables 25 and 26 show the means, standard errors, and standard deviations of the three engagement dimensionsof the various versions of the UWES, and of the total-scores of the UWES, respectively.
Table 25: Mean (M), standard error (SE), and standard deviation (SD) of the UWES dimensions
Dimension
Vigor

UWES-9 (N = 9,679)

UWES-15 (N = 9,679)

UWES-17 (N = 2,313)

M

SE

SD

M

SE

SD

M

SE

SD

4.01

.01

1.14

3.99

.01

1.11

3.99

.01

1.08

Dedication

3.88

.01

1.38

3.91

.01

1.31

3.91

.01

1.31

Absoprtion

3.35

.01

1.32

3.59

.01

1.18

3.56

.01

1.18

Table 26: Mean (M), standard error (SE), and standard deviation (SD) of the total UWES scores
VersionN

MeanStandard error

Standard deviation

UWES-9

9,679

3.74

.01

1.17

UWES-15

9,679

3.82

.01

1.10

UWES-17

2,313

3.82

.01

1.09

In addition to means, also scoring percentages may be compared. In order to make this possible, the scores on the(dimensions of the) UWES have been recoded as follows:








0 to .99  1 (once a year or less)
1 to 1.99  2 (at least once a year)
2 to 2.99  3 (at least once a month)
3 to 3.99  4 (at least a couple of times a month)
4 to 4.99  5 (at least once a week)
5 to 6  6 (a couple of times per week or daily)

The three tables below show distributions of the scoring categories 1 to 6 of the UWES-9, UWES-15, and
UWES-17, respectively.

UWES Manual; page 35

Table 27: Scoring distribution in percentages of the UWES-9 (N = 9,679)
Vigor

Dedication

Absorption

Total-score

1

0.5

1.9

2.7

1.1

2

2.8

6.2

10.1

5.8

3

13.0

15.2

23.0

19.1

4

25.0

21.7

27.6

28.3

5

31.4

25.8

21.5

28.7

6

27.2

29.3

15.1

17.0

Table 28: Scoring distribution in percentages of the UWES-15 (N = 9,679)
Vigor

Dedication

Absorption

Total-score

1

0.6

1.7

1.2

0.8

2

3.0

6.0

6.9

4.5

3

13.7

14.9

20.6

17.5

4

27.1

23.5

29.9

29.5

5

32.4

27.4

27.0

31.2

6

23.4

26.5

14.4

16.5

Table 29: Scoring distribution in percentages of the UWES-17 (N = 2,313)
Vigor
1

Dedication
0.5

1.7

Absorption
1.3

Total-score
0.8

2

2.8

6.0

7.0

4.4

3

13.3

14.9

21.4

17.7

4

28.0

23.5

30.5

30.1

5

33.0

27.4

26.2

31.1

6

22.4

26.5

13.8

15,9

Tables 27 to 29 show that over half of the employees have a mean score of either 5 or 6 on the vigor as well as
the dedication scales, whereas this is true for 40% and 45% as far as absorption and the total-score areconcerned. This means that relatively many employees score high on job engagement; against about 2% who
report feelings of engagement to occur once per year or less, 20% report that they experience such feelings at
least once a week, or even daily.

UWES Manual; page 36

Individual norms
For the establishment of statistical norms for the UWES it was decided to use five categories: ‘very low’, ‘low’,‘average’, ‘high’, and ‘very high’. Table 30 shows the definition of these five categories. This choice was,amongst others, motivated by the distribution of the items and by considerations concerning the standard
measurement error. The categories are defined as follows.

Table 30: Scoring categories for the UWES
Qualification

Lower limit‘Very high’‘High’‘Average’‘Low’‘Very low’95e percentile
75e percentile
25e percentile
5e percentile

Upper limit






score
score
score
score
score






95e percentile
75e percentile
25e percentile
5e percentile

Tables 31 to 33 display the norm scores for the UWES-9, UWES-15 and UWES-17, respectively.

Table 31: Norm scores for de UWES-9 (N = 9,679)
Vigor

Dedication

Absorption

Total score

 2.00 1.33

 1.17

 1.77Low

2.01 – 3.25

1.34 – 2.90

118 – 2.33

1.78 – 2.88

Average

3.26 – 4.80

2.91 – 4.70

2,34 – 4.20

2.89 – 4.66

High

4.81 – 5.65

4.71 – 5.69

4.21 – 5.33

4.67 – 5.50

Very high 5.66

 5.70 5.34

 5.51

M

4.01

3.88

3.35

3.74

SD

1.13

1.38

1.32

1.17

SE

.01

.01

.01

.01

Range

.00 – 6.00

.00 – 6.00

.00 – 6.00

.00 – 6.00

Very lowUWES Manual; page 37
Table 32: Norm scores for the UWES-15 (N = 9,679)
Vigor

Dedication

Absorption

Total score

 2.00 1.60 1.60 1.93Low

2.01 – 3.20

1.61 – 3.00

1.61 – 2.75

1.94 – 3.06

Average

3.21 – 4.80

3.01 – 4.90

2.76 – 4.40

3.07 – 4.66

High

4.81 – 5.65

4.91 – 5.79

4.41 – 5.40

4.67 – 5.53

Very high 5.66

 5.80 5.41

 5.54

M

3.99

3.81

3.59

3.82

SD

1.11

1.31

1.18

1.10

SE

.01

.01

.01

.01

Range

.00 – 6.00

.00 – 6.00

.00 – 6.00

.00 – 6.00

Absorption

Total score

Very low

Table 33: Norm scores for the UWES-17 (N = 2,313)
Vigor

Dedication

 2.17

 1.60 1.60 1.93Low

2.18 – 3.20

1.61 – 3.00

1.61 – 2.75

1.94 – 3.06

Average

3.21 – 4.80

3.01 – 4.90

2.76 – 4.40

3.07 – 4.66

High

4.81 – 5.60

4.91 – 5.79

4.41 – 5.35

4.67 – 5.53

Very high 5.61

 5.80 5.36

 5.54

M

3.99

3.81

3.56

3.82

SD

1.08

1.31

1.10

1.10

SE

.01

.01

.01

.01

Range

.00 – 6.00

.00 – 6.00

.00 – 6.00

.00 – 6.00

Very low

6.3. Other language norms
Group norms
In order to interpret the scores of a particular group of employees on (a dimension of) the UWES, the mean scorefrom the database can be used. A simple t-test can be used in order to test the significance of the difference
between the specific group at hand and the database score. Table 34 shows the means, standard errors, andstandard deviations of the three engagement dimensions of the various versions of the UWES, and of the totalscores of the UWES.

UWES Manual; page 38
Table 34: Mean (M), standard error (SE), and standard deviation (SD) of the UWES dimensions
Dimension

UWES-9 (N = 12,631)

UWES-15 (N = 12,631)

UWES-17 (N = 12,161)

M

SE

SD

M

SE

SD

M

SE

SD

Vigor

4.18

.01

1.24

4.22

.01

1.37

4.24

.01

1.09

Dedication

4.28

.01

1.36

4.33

.01

1.30

4.33

.01

1.36

Absorption

3.68

.01

1.43

3.82

.01

1.31

3.77

.01

1.28

Total score

4.05

.01

1.19

4.12

.01

1.12

4.10

.01

1.11

In addition to means, also scoring percentages may be compared. In order to make this possible, the scores on the(dimensions of the) UWES have been recoded as follows:







0 to .99  1 (once a year or less)
1 to 1.99  2 (at least once a year)
2 to 2.99  3 (at least once a month)
3 to 3.99  4 (at least a couple of times a month)
4 to 4.99  5 (at least once a week)
5 to 6  6 (a couple of times per week or daily)

The three tables below show distributions of the scoring categories 1 to 6 of the UWES-9, UWES-15, and
UWES-17, respectively.
Table 35: Scoring distribution in percentages of the UWES-9 (N = 12,631)
Vigor

Dedication

Absorption

Total-score

1

1.0

1.5

3.0

1.1

2

3.5

4.1

7.4

4.3

3

10.1

9.5

15.1

12.6

4

20.7

18.0

22.5

24.4

5

29.5

25.6

23.3

32.6

6

35.3

41.3

23.4

25.1

Table 36: Scoring distribution in percentages of the UWES-15 (N = 12,631)
Vigor

Dedication

Absorption

Total-score

1

0.7

1.3

2.1

0.8

2

2.8

3.9

6.6

3.5

3

9.5

9.7

15.3

11.6

4

22.6

18.0

24.7

24.1

5

32.7

26.8

28.5

34.5

6

31.7

40.3

22.9

25.5

UWES Manual; page 39
Table 37: Scoring distribution in percentages of the UWES-17 (N = 12,161)
Vigor

Dedication

Absorption

Total-score

1

0.6

1.3

2.0

0.7

2

2.5

3.9

6.6

3.5

3

9.4

9.7

16.3

11.8

4

22.1

18.0

25.2

24.9

5

34.4

26.8

28.9

34.8

6

31.1

40.3

21.0

24.3

Tables 35 to 37 show that over half of the employees have a mean score of either 5 or 6 on the three engagement
scales, whereas less that 10% scores a 1 or a 2. This means that relatively many employees score high on job
engagement; against about 2% who report feelings of engagement to occur once per year or less, 25% report thatthey experience such feelings at least a couple of times per week, or even daily.
Individual norms
For the establishment of statistical norms for the UWES it was decided to use five categories: ‘very low’, ‘low’,‘average’, ‘high’, and ‘very high’. Table 30 shows the definition of these five categories. This choice was,amongst others, motivated by the distribution of the items and by considerations concerning the standard
measurement error. The categories are defined as follows.

Table 38: Scoring categories for the UWES
Qualification

Lower limit‘Very high’‘High’‘Average’‘Low’‘Very low’95e percentile
75e percentile
25e percentile
5e percentile

Upper limit





score
score
score
score
score






95e percentile
75e percentile
25e percentile
5e percentile

Tables 39 to. 41 display the norm scores for the UWES-9, UWES-15 and UWES-17, respectively.

UWES Manual; page 40
Table 39: Norm scores for de UWES-9 (N = 9,679)
Vigor

Dedication

Absorption

Total score

 2.00 1.33

 1.17

 1.77Low

2.01 – 3.25

1.34 – 2.90

118 – 2.33

1.78 – 2.88

Average

3.26 – 4.80

2.91 – 4.70

2,34 – 4.20

2.89 – 4.66

High

4.81 – 5.65

4.71 – 5.69

4.21 – 5.33

4.67 – 5.50

Very high 5.66

 5.70 5.34

 5.51

M

4.01

3.88

3.35

3.74

SD

1.13

1.38

1.32

1.17

SE

.01

.01

.01

.01

Range

.00 – 6.00

.00 – 6.00

.00 – 6.00

.00 – 6.00

Very low

Table 40: Norm scores for the UWES-15 (N = 9,679)
Vigor

Dedication

Absorption

Total score

 2.00 1.60 1.60 1.93Low

2.01 – 3.20

1.61 – 3.00

1.61 – 2.75

1.94 – 3.06

Average

3.21 – 4.80

3.01 – 4.90

2.76 – 4.40

3.07 – 4.66

High

4.81 – 5.65

4.91 – 5.79

4.41 – 5.40

4.67 – 5.53

Very high 5.66

 5.80 5.41

 5.54

M

3.99

3.81

3.59

3.82

SD

1.11

1.31

1.18

1.10

SE

.01

.01

.01

.01

Range

.00 – 6.00

.00 – 6.00

.00 – 6.00

.00 – 6.00

Very low

Table 41: Norm scores for the UWES-17 (N = 2,313)
Vigor

Dedication

Absorption

Total score

 2.17

 1.60 1.60 1.93Low

2.18 – 3.20

1.61 – 3.00

1.61 – 2.75

1.94 – 3.06

Average

3.21 – 4.80

3.01 – 4.90

2.76 – 4.40

3.07 – 4.66

High

4.81 – 5.60

4.91 – 5.79

4.41 – 5.35

4.67 – 5.53

Very high 5.61

 5.80 5.36

 5.54

M

3.99

3.81

3.56

3.82

SD

1.08

1.31

1.10

1.10

SE

.01

.01

.01

.01

Range

.00 – 6.00

.00 – 6.00

.00 – 6.00

.00 – 6.00

Very lowUWES Manual; page 41
7.

Conclusion

Work engagement has recently emerged as the antipode of burnout. After investigating burnout for more than 25
years, research expanded to include it's assumed opposite. The UWES operationalizes this new concept of work
engagement by using three scales: vigor, dedication, and absorption. This preliminary test-manual summarizes
the psychometric analyses that have been carried out using two large databases: a Dutch language database that
includes almost 10,000 respondents from The Netherlands and Belgium, and an international database that
includes almost 12,000 respondents from nine different countries.
It appears that the UWES has quite satisfactory psychometric properties:
1.

The three subscales are internally consistent and stable across time;

2.

The three-factor structure is confirmed, and seems to be invariant across samples from different
countries;

3.

Engagement as measured with the UWES is negatively related to burnout, albeit that instead of loadingon burnout, professional efficacy loads on engagement;

4.

Engagement is very weakly positively related to age;5.

Men show slightly higher engagement scores than women; although statistically significant, thesedifferences are practically speaking irrelevant;

6.

Small differences in levels of engagement between occupational groups exist, but these also lackpractical significance.

In addition to the version for employees, also a student version is available (only in Dutch and Spanish).
Moreover, a short 9-item version has been developed that shows similar positive psychometric characteristics as
the longer 15-item version.
Taken together, it seems that with the UWES, we have a valid and reliable indicator of work engagement thatcan be used for future research on work engagement.

UWES Manual; page 42
References

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Prague, May 16-19.
Bakker, A.B., Demerouti, E., & Schaufeli, W.B. (2003). The socially induced burnout model. In S.P. Shohov(Ed.), Advances in Psychology Research (Vol. 25; pp. 13-30). New York: Nova Science Publishers
Bakker, A.B. Demerouti, E. & Schaufeli, W.B. (2003). Crossover of burnout and engagement among working
couples. Manuscript in preparation.
Bakker, Euwema & van Dierendonck (2003). Job resources foster engagement and motivation to change.
Manuscript in preparation.
Bakker, A.B., Salanova, M., Schaufeli, W.B., & Llorens, S. (2003). Job resources and engagement: A
longitudinal study. Manuscript in preparation.
Bakker, A.B., Schaufeli, W.B., Bulters, A.J. Van Rooijen, A. & Ten Broek, E. (2002). Carrière-counseling voor
artsen via internet [Career counseling for physicians via the internet]. Medisch Contact, 57, 454-456.
Bouman, A.M., Te Brake, H. & Hoogstraten, J. (2002). Significant effects due to rephrasing the Maslach
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Mahwah, NJ: Lawrance Erlbaum.
Hakanen, J., Schaufeli, W.B. & Bakker, A.B.(2003). Job demands, job resources and their relationships withburnout and engagement among Finnish teachers. Manuscript in preparation..
Maslach, C., & Leiter, M. P. (1997). The truth about burnout: How organizations cause personal stress andwhat to do about it. San Francisco, CA: Jossey-Bass.
Maslach, C., Jackson, S. E., & Leiter, M. (1996). Maslach Burnout Inventory. Manual (3rd ed.). Palo Alto, CA:
Consulting Psychologists Press.

UWES Manual; page 43
Maslach, C., Schaufeli, W.B., & Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.
Montgomery, A., Peeters, M.C.W., Schaufeli, W.B. & Den Ouden, M. (2003). Work-home interference amongnewspaper managers: Its relationship with Burnout and engagement. Anxiety, Stress & Coping, 16, 195211.
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UWES Manual; page 44
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University, The Netherlands.

UWES Manual; page 45

Appendix
UWES versions

1a. Dutch version
b. Dutch student version
2. English version
3. German version
4. French version
5. Norwegian version
6. Swedish version
7. Finnish version
8a. Spanish version
b. Spanish student version
9. Greek version
10.

Russian version

11.

Portuguese student version

12. Chinese version

UWES Manual; page 46
Dutch version

Werkbelevingslijst (UBES) ©
De volgende uitspraken hebben betrekking op hoe u uw werk beleeft en hoe u zich daarbij voelt. Wilt u aangeven
hoe vaak iedere uitspraak op u van toepassing is door steeds het best passende cijfer (van 0 tot 6) in te vullen?

1.

SporadischAf en toe

0

1

2

Nooit

Een paar keer
per jaar ofminder

Eens permaand ofminderRegelmatig

Dikwijls

3

4

Een paarkeer permaand

Eens perweek

Zeer dikwijls
5
Een paar keer
per week

Altijd6
Dagelijks________ Op mijn werk bruis ik van energie. (VI01)*

2.

________ Ik vind het werk dat ik doe nuttig en zinvol. (DE01)3.

________ Als ik aan het werk ben, dan vliegt de tijd voorbij. (AB01)4.

________ Als ik werk voel ik me fit en sterk. (VI02)*

5.

________ Ik ben enthousiast over mijn baan. (DE02)*6.

________

Als ik werk vergeet ik alle andere dingen om me heen. (AB02)

7.

________

Mijn werk inspireert mij. (DE03)*8.

________

Als ik ‘s morgens opsta heb ik zin om aan het werk te gaan (VI03)*

9.

________

Wanneer ik heel intensief aan het werk ben, voel ik mij gelukkig. (AB03)*

10.

________

Ik ben trots op het werk dat ik doe. (DE04)*

11.

________

Ik ga helemaal op in mijn werk. (AB04)*

12.

________

Als ik aan het werk ben, dan kan ik heel lang doorgaan. (VI04)

13.

________

Mijn werk is voor mij een uitdaging. (DE05)

14.

________

Mijn werk brengt mij in vervoering. (AB05)*

15.

________

Op mijn werk beschik ik over een grote mentale (geestelijke) veerkracht. (VI05)

16.

________

Ik kan me moeilijk van mijn werk losmaken. (AB06)

17.

________

Op mijn werk zet ik altijd door, ook als het tegenzit. (VI06)* Verkorte versie (UBES-9); VI = vitaliteit; DE = toewijding; AB = absorptie.
© Schaufeli & Bakker (2003) De UBES mag vrij gebruikt worden voor niet-commerciële wetenschappelijke doeleinden. Het is verbodenom, zonder schriftelijke toestemming vooraf van de auteurs, de vragenlijst te gebruiken voor commerciële en/of niet-wetenschappelijke
doelstellingen.

UWES Manual; page 47

Dutch student version

Studiebelevingslijst (UBES-S) ©

De volgende uitspraken hebben betrekking op hoe je je studie beleeft en hoe je je daarbij voelt. Geef s.v.p. aan
hoe vaak iedere uitspraak op jou van toepassing is door steeds het best passende cijfer (van 0 tot 6) in te vullen.

SporadischAf en toe

0

1

2

Nooit

Een paar keer
per jaar ofminder

Eens permaand ofminderRegelmatig

Dikwijls

3

4

Een paarkeer permaand

Eens perweek

Zeer dikwijls

Altijd5

6

Een paar keer
per week

Dagelijks

1.

________ Als ik studeer bruis ik van de energie. (VI01)*

2.

________ Ik vind mijn studie nuttig en zinvol. (DE01)*3.

________ Wanneer ik studeer vliegt de tijd voorbij. (AB01)*

4.

________ Ik voel mij sterk en fit wanneer ik studeer en colleges volg. (VI02)*

5.

________ Ik ben enthousiast over de inhoud van mijn studie. (DE02)6.

________

Ik vergeet alles om mij heen als ik verdiept ben in mijn studie. (AB02)*7.

________

Mijn studie inspireert mij. (DE03)*8.

________

Als ik ’s morgens opsta heb ik zin om naar college te gaan of te gaan studeren (VI03)*

9.

________

Wanneer ik heel intensief aan het studeren ben, voel ik me gelukkig. (AB03)

10. ________

Ik ben er trots op dat ik deze studie doe. (DE04)*

11. ________

Ik ga helemaal op in mijn studie. (AB04)*

12. ________

Als ik aan het studeren ben kan ik heel lang doorgaan. (VI04)

13. ________

Ik vind mijn studie uitdagend. (DE05)

14. ________

Ik laat me meeslepen door de stof wanneer ik studeer. (AB05)

15. ________

Ik beschik over een grote mentale veerkracht voor zover het mijn studie betreft. (VI05)

16. ________

Het is voor mij moeilijk afstand te nemen van mijn studie. (AB06)

17. ________

Ik ga door met studeren, zelfs als het tegenzit. (VI06)* Verkorte versie (UBES-S-9); VI = vitaliteit; DE = toewijding; AB = absorptie.
© Schaufeli, Salanova & Bakker (2003) De UBES mag vrij gebruikt worden voor niet-commerciële wetenschappelijke doeleinden. Het isverboden om, zonder schriftelijke toestemming vooraf van de auteurs, de vragenlijst te gebruiken voor commerciële en/of nietwetenschappelijke doelstellingen.

UWES Manual; page 48
English version

Work & Well-being Survey (UWES) ©
The following 17 statements are about how you feel at work. Please read each statement carefully and decide if you
ever feel this way about your job. If you have never had this feeling, cross the ‘0’ (zero) in the space after thestatement. If you have had this feeling, indicate how often you feel it by crossing the number (from 1 to 6) that best
describes how frequently you feel that way.

Almost neverRarelySometimes

Often

Very often

Always

0

1

2

3

4

5

6

Never

A few times ayear or lessOnce a monthor less

A few times a
month

Once a week

A few times aweek

Every day1.

________ At my work, I feel bursting with energy* (VI1)2.

________ I find the work that I do full of meaning and purpose (DE1)3.

________ Time flies when I'm working (AB1)4.

________ At my job, I feel strong and vigorous (VI2)*

5.

________ I am enthusiastic about my job (DE2)*6.

________

When I am working, I forget everything else around me (AB2)7.

________

My job inspires me (DE3)*8.

________

When I get up in the morning, I feel like going to work (VI3)*9.

________

I feel happy when I am working intensely (AB3)*

10.

________I am proud on the work that I do (DE4)*11.

________I am immersed in my work (AB4)*

12.

________

I can continue working for very long periods at a time (VI4)13.

________To me, my job is challenging (DE5)14.

________

I get carried away when I’m working (AB5)*

15.

________At my job, I am very resilient, mentally (VI5)16.

________

It is difficult to detach myself from my job (AB6)17.

________At my work I always persevere, even when things do not go well (VI6)* Shortened version (UWES-9); VI= vigor; DE = dedication; AB = absorption© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors

UWES Manual; page 49

German version

Arbeitsengagement 
In der folgenden Liste finden Sie Aussagen dazu, wie man die Arbeit erleben kann. Kreuzen Sie bitte das für Sie
Zutreffende an. Bitte beachten Sie, dass Sie hier sieben Antwortmöglichkeiten haben.

fast nie

ab und zu

regelmäßig

0

1

2

3

Nie

ein paar Mal im
Jahr oderwenigereinmal im
Monat oderwenigerhäufig4

sehr häufig

Immer

5

6

ein paar Mal im einmal in der ein paar Mal
Monat
Woche
in der Woche

1.

________ Bei meiner Arbeit bin ich voll überschäumender Energie (VI1)*

2.

________ Meine Arbeit ist nützlich und sinnvoll (HI1)3.

________ Während ich arbeite, vergeht die Zeit wie im Fluge (VA1)4.

________ Beim Arbeiten fühle ich mich fit und tatkräftig (VI2)*

5.

________ Ich bin von meiner Arbeit begeistert (HI2)*

6.

________

Während ich arbeite, vergesse ich alles um mich herum. (VA2)7.

________

Meine Arbeit inspiriert mich (HI3)*8.

________

Wenn ich morgens aufstehe, freue ich mich auf meine Arbeit (VI3)*9.

________

Ich fühle mich glücklich, wenn ich intensiv arbeite (VA3)*

10.

________

Ich bin stolz auf meine Arbeit (HI4)*11.

________

Ich gehe völlig in meiner Arbeit auf (VA4)*

12.

________

Wenn ich arbeite, kann ich für sehr lange Zeit dran bleiben (VI4)13.

________

Meine Arbeit ist eine Herausforderung für mich (HI5)14.

________

Meine Arbeit reißt mich mit (VA5)*

15.

________

Bei meiner Arbeit bin ich geistig sehr widerstandsfähig (VI5)16.

________

Ich kann mich nur schwer von meiner Arbeit lösen (VA6)17.

________

Bei meiner Arbeit halte ich immer durch, auch wenn es mal nicht so gut läuft (VI6)jeden Tag

* Kurzversion (UWES-9); VI= Vitalität; HI = Hingabe; AB = Absorbiertheit© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors

UWES Manual; page 50

French version

Echelle d’engagement au travail (UWES) ©
Lisez chaque sentiment que vous éprouvez à l’égard de votre travail et dites si vous éprouvez ce sentiment. Si vousn’avez jamais éprouvé ce sentiment, entourez le chiffre ‘0’ (zero). Si vous éprouvez ce sentiment, indiquez quelle enest la fréquence en entourant le chiffre entre ‘1’ et ‘6’ qui vous correspond le mieux.

0
JamaisPresque jamais

Rarement

Quelquefois

Souvent

1

2

3

4

5

6

Quelques fois
par mois

Une fois par
semaineQuelques fois
par semaine

Tous lesjours

Quelques fois par Une fois paran ou moins
mois ou moins1.

________

2.

________ Je trouve que mon travail a un sens et une utilité (DE1)3.

________

4.

________ Je me sens fort(e) et vigoureux(se) pour faire ce métier (VI2)*

5.

________ Je suis passionné(e) par mon travail (DE2)*6.

________

Lorsque je travaille, j'oublie tout autour de moi (AB2)7.

________

Faire ce métier est stimulant (DE3)*8.

________

Lorsque je me lève le matin, j'ai envie d'aller travailler (VI3)*

Très souvent

Toujours

Je déborde d'énergie pour mon travail (VI1)*
Le temps passe à allure folle lorsque je travaille (AB1)9.

________

Je suis content(e) lorsque je suis captivé(e) par mon activité (AB3)*

10.

________

Je suis fier(e) du travail que je fais (DE4)*11.

________

Je suis complètement absorbé(e) par mon travail (AB4)*

12.

________

J'arrive à travailler longtemps sans m'arrêter (VI4)13.

________

Selon moi, mon travail est un véritable challenge (DE5)14.

________

Je suis littéralement plongé(e) dans mon travail (AB5)*

15.

________Je ne me laisse pas abattre dans mon travail (VI5)16.

________Il m'est très difficile de me détacher de mon travail (AB6)17.

________

Je persévère toujours dans mon travail, même quand les choses ne vont pas bien (VI6)* Version raccourcie (UWES-9); VI = vigueur; DE = dévouement; AB = absorption© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors

UWES Manual; page 51
Norwegian version

Skjema på jobb og velvære (UWES) ©

I det følgende presenteres 17 utsagn om følelser du kan ha i forhold til jobben din. For hvert utsagn skal du ta
stilling til hvor ofte du føler det på denne måten. Sett ring rundt det nummeret i følge skalaen fra 0 til 6 nedenfor
som best beskriver dine følelser.
------------------__________________________________________________________________________________________
0

1

2

3

4

Aldri i det
siste åretNoen ganger
det siste åretMånedlig

Noen gangeri måneden

Ukentlig

5
Noen ganger
i uken6
Daglig_________________________________________________________________________________________________________________
1.

________ Jeg er full av energi i arbeidet mitt* (VI1)2.

________ Jeg synes at arbeidet mitt har både mål og mening (DE1)3.

________

Tiden bare flyr når jeg arbeider (AB1)4.

________

Jeg føler meg sterk og energisk på jobben (VI2)*

5.

________ Jeg er entusiastisk i jobben min (DE2)*6.

________

Verwijderd: (strutter av?)

Når jeg arbeider glemmer jeg alt annet rundt meg (AB2)7.

________

Jeg blir inspirert av jobben min (DE3)*8.

________

Når jeg står opp om morgenen ser jeg frem til å gå på jobben (VI3)*9.

________

Jeg føler meg glad når jeg er fordypet i arbeidet mitt (AB3)*

10.

________

Jeg er stolt av det arbeidet jeg gjør (DE4)*11.

________

Jeg er oppslukt av arbeidet mitt (AB4)*

12.

________

På jobben kan jeg holde på med å arbeide i lange perioder av gangen (VI4)13.

________For meg er jobben en utfordring (DE5)14.

________

Jeg blir fullstendig revet med av arbeidet mitt (AB5)*

15.

________

Jeg føler meg psykisk sterk på jobben (VI5)16.

________

Det er vanskelig for meg å løsrive meg fra jobben (AB6)17.

________

Jeg er alltid utholdende på jobb, selv når ting ikke går bra (VI6)* Forkorte versjon (UBES-9); VI= vitalitet; DE = entusiasme ; AB = fordypning.
© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors.

Verwijderd: oppslukt av (Verwijderd: )Verwijderd: fordypet i (Verwijderd: )Verwijderd: fortsette åVerwijderd: (arbeide videre)
Verwijderd: absorbert
Verwijderd: oppslukt i
Verwijderd: (holder alltid ut)

UWES Manual; page 52
Swedish version

Engagemang (UWES) ©
Följande 17 påståenden handlar om hur du brukar känna dig på arbetet. Läs varje påstående noga och tänk efter om
du någon gång haft den känslan när du jobbar. Om du aldrig känt dig på det viset, kryssa i ’0’ (noll) i rutan efterfrågan. Om du har upplevt känslan som beskrivs, tala om hur ofta genom att kryssa i den siffra mellan 1 och 6 sombäst stämmer överens med hur vanligt, eller ovanligt, det är att du känner på det här viset när du jobbar.

Nästan aldrig

SällanIblandOfta

Mycket ofta

Alltid

0

1

2

3

4

5

6

AldrigNågra gånger
om åreteller mindre

En gång i
veckanNågra gånger
i veckan

Varje dagEn gång imånadeneller mindreNågragånger imånaden1.

________ Jag spritter av energi på jobbet * (VI1)2.

________ Jag tycker att mitt jobb har både mening och mål (DE1)3.

________ Tiden flyger iväg när jag arbetar (AB1)4.

________ På jobbet känner jag mig stark och energisk (VI2)*

5.

________ Jag känner mig entusiastisk inför mitt jobb (DE2)*6.

________

7.

________

Mitt arbete inspirerar mig (DE3)*8.

________

När jag stiger upp på morgonen så känner jag för att gå till jobbet (VI3)*9.

________Jag känner mig lycklig när jag går upp i mitt arbete (AB3)*

När jag arbetar glömmer jag allt annat runt omkring mig (AB2)10.

________Jag är stolt över det arbete jag utför (DE4)*11.

________

Jag rycks med när jag arbetar (AB4)*

12.

________Jag kan arbeta i väldigt långa perioder åt gången (VI4)13.

________

För mig är jobbet en utmaning (DE5)14.

________Jag är uppslukad av mitt arbete (AB5)*

15.

________Jag kommer alltid igen efter motgångar på jobbet (VI5)16.

________Jag har svårt att släppa tankarna på mitt jobb (AB6)17.

________

Även om saker på jobbet inte går så bra så ger jag aldrig upp (VI6)*Kortversion (UWES-9); VI=Vitalitet; DE =Entusiasm; AB = Försjunkenhet (i arbetet)© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors.

UWES Manual; page 53
Finnish version

Työn imu (UWES) ©
Kuinka usein sinulla on seuraavien väittämien kaltaisia tuntemuksia tai ajatuksia? Lue jokainen väittämä
huolellisesti ja päätä, miten usein koet työssäsi väittämässä kuvattua tuntemusta tai ajatusta. Jos sinulla ei koskaan
ole ollut kysyttyä kokemusta, rastita '0' (nolla). Jos sinulla on ollut väittämän mukaisia kokemuksia, rastita se
vaihtoehto (yhdestä kuuteen), joka parhaiten kuvaa, kuinka usein olet kokenut kuvatulla tavalla.

hyvinharvoinharvoinjoskus

melko
usein

hyvin
usein

aina

0

1

2

3

4

5

6

en/ei
koskaanmuutamankerranvuodessa

kerrankuussamuutamankerrankuussakerranviikossa

muutamankerranviikossa

1.

________ Tunnen olevani täynnä energiaa, kun teen työtäni (VI1)2.

________ Työni on mielestäni merkityksellistä ja sillä on selvä tarkoitus (DE1)3.

________ Työskennellessäni unohdan ajan kulun (A12)4.

________ Tunnen itseni vahvaksi ja tarmokkaaksi työssäni (VI2)*

5.

________ Olen innostunut työstäni (DE2)*6.

________

7.

________

Työni inspiroi minua (DE3)*8.

________Aamulla herättyäni minusta tuntuu hyvältä lähteä töihin (VI3)*9.

________

Tunnen tyydytystä, kun olen syventynyt työhöni (AB3)*

10.

________

Olen ylpeä työstäni (DE4)*11.

________ Olen täysin uppoutunut työhöni (AB4)*

12.

________

Jaksan työskennellä hyvinkin pitkiä aikoja kerrallaan (VI4)13.

________

Minulle työni on haastavaa (DE5)päivittäin

Kun työskentelen, unohdan kaiken muun ympärilläni (AB2)14.

________

Kun työskentelen, työ vie minut mukanaan (AB5)*

15.

________

Olen hyvin sinnikäs työssäni (VI5)16.

________

Minun on vaikea irrottautua työstäni, kun olen siihen uppoutunut (AB6)17.

________Jatkan hellittämättä työssäni silloinkin, kun asiat eivät suju niin hyvin (VI6)

Shortened version (UWES-9); VI = tarmokkuus; DE = omistautuminen; AB = uppoutuminen© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors

UWES Manual; page 54

Spanish Version

Encuesta de Bienestar y Trabajo (UWES) ©
Las siguientes preguntas se refieren a los sentimientos de las personas en el trabajo. Por favor, lea cuidadosamentecada pregunta y decida si se ha sentido de esta forma. Si nunca se ha sentido así conteste ‘0’ (cero), y en caso
contrario indique cuántas veces se ha sentido así teniendo en cuenta el número que aparece en la siguiente escala derespuesta (de 1 a 6).

Nunca

Casi nunca

Algunas veces

0

1

2

Ninguna vez

Pocas veces
al añoUna vez al mes
o menos

Regularmente

Bastante veces Casi siempre

3
Pocas veces
al mesSiempre4

5

6

Una vez por
semanaPocas veces
por semana

Todos losdías1.

________ En mi trabajo me siento lleno de energía (VI1)*

2.

________ Mi trabajo está lleno de significado y propósito (DE1)3.

________ El tiempo vuela cuando estoy trabajando (AB1)4.

________ Soy fuerte y vigoroso en mi trabajo (VI2)*

5.

________ Estoy entusiasmado con mi trabajo (DE2)*6.

________

7.

________Mi trabajo me inspira (DE3)*8.

________

Cuando me levanto por las mañanas tengo ganas de ir a trabajar (VI3)*9.

________

Soy feliz cuando estoy absorto en mi trabajo (AB3)*

10.

________

Estoy orgulloso del trabajo que hago (DE4)*11.

________ Estoy inmerso en mi trabajo (AB4)*

12.

________

Puedo continuar trabajando durante largos períodos de tiempo (VI4)13.

________Mi trabajo es retador (DE5)

Cuando estoy trabajando olvido todo lo que pasa alrededor de mí (AB2)14.

________

Me “dejo llevar” por mi trabajo (AB5)*

15.

________

Soy muy persistente en mi trabajo (VI5)16.

________ Me es difícil ‘desconectarme’ de mi trabajo (AB6)17.

________

Incluso cuando las cosas no van bien, continuo trabajando (VI6)* Versión abreviar (UWES-9); VI= vigor; DE = dedicación; AB = absorción© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors.

UWES Manual; page 55
Spanish student version

Encuesta de Bienestar y in Contexto Académico (UWES-S) ©

Las siguientes preguntas se refieren a los sentimientos de las personas en el trabajo. Por favor, lea cuidadosamentecada pregunta y decida si se ha sentido de esta forma. Si nunca se ha sentido así conteste ‘0’ (cero), y en caso
contrario indique cuántas veces se ha sentido así teniendo en cuenta el número que aparece en la siguiente escala derespuesta (de 1 a 6).

Nunca

Casi nunca

Algunas veces

0

1

2

Ninguna vez

Pocas veces
al añoUna vez al mes
o menos

Regularmente
3
Pocas veces
al mesBastante veces Casi siempre

Siempre4

5

6

Una vez por
semanaPocas veces
por semana

Todos losdías1.

________

Mis tareas como estudiante me hacen sentir lleno de energía (VI1)*

2.

________

Creo que mi carrera tiene significado (DE1)3.

________El tiempo “pasa volando” cuando realizo mis tareas como estudiante (AB1)4.

________

Me siento fuerte y vigoroso cuando estoy estudiando o voy a las clases (VI2)*

5.

________

Estoy entusiasmado con mi carrera (DE2)*6.

________

Olvido todo lo que pasa alrededor de mí cuando estoy abstraído con mis estudios (AB2)7.

________

Mis estudios me inspiran cosas nuevas (DE3)*8.

________

Cuando me levanto por la mañana me apetece ir a clase o estudiar (VI3)*9.

________

Soy feliz cuando estoy haciendo tareas relacionadas con mis estudios (AB3)*

10.

________

Estoy orgulloso de hacer esta carrera (DE4)*11.

________

Estoy inmerso en mis estudios (AB4)*

12.

________

Puedo seguir estudiando durante largos períodos de tiempo (VI4)13.

________

Mi carrera es retadora para mí (DE5)14.

________

Me “dejo llevar” cuando realizo mis tareas como estudiante (AB5)*

15.

________

Soy muy “resistente” para afrontar mis tareas como estudiante (VI5)16.

________

Es difícil para mí separarme de mis estudios (AB6)17.

________

En mis tareas como estudiante no paro incluso si no me encuentro bien (VI6)* Versión acortada (UWES-9); VI= vigor; DE = dédicacíon; AB = absorcíon© Schaufeli, Salanova & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research.
Commercial and/or non-scientific use is prohibited, unless previous written permission is granted by the authors.

UWES Manual; page 56

Greek Version

Εργασία και Ευημερία (UWES) ©
Σημειώστε με ένα κύκλο πόσο συχνά ισχύει για σας το περιεχόμενο της κάθε δήλωσης ακολουθώντας την εξήςδιαβάθμιση :ΠοτέΣχεδόν ποτέ

0

1

Ποτέ

Μερικές φορέςτο χρόνο ήλιγότεροΜερικές φορές

Τακτικά

2Μια φορά τομήνα ή
λιγότεροΣυχνάΠολύ συχνά

Πάντα

4

5

6

3
Μερικές
φορές τομήναΜια φορά
τη βδομάδα

Μερικές
φορές τηβδομάδα1.

________ Στη δουλειά μου αισθάνομαι να πλημμυρίζω από ενεργητικότητα. (VI1)*

2.

________ H εργασία που κάνω είναι χρήσιμη και γεμάτη νόημα. (DE1)3.

________ Ο χρόνος κυλάει γρήγορα όταν εργάζομαι. (AB1)4.

________ Νιώθω γεμάτος/η ζωντάνια και δύναμη όταν εργάζομαι. (VI2)*

5.

________ Είμαι ενθουσιασμένος/η με τη δουλειά μου. (DE2)6.

________

Όταν εργάζομαι ξεχνώ τα πάντα γύρω μου. (AB2)7.

________

Η εργασία μου με εμπνέει. (DE3)*8.

________

Όταν σηκώνομαι το πρωί έχω διάθεση να πάω στη δουλειά μου. (VI3)*9.

________

Νιώθω ευτυχισμένος/η όταν εργάζομαι με εντατικούς ρυθμούς. (AB3)*

10.

________

Νιώθω υπερήφανος/η για τη δουλειά που κάνω. (DE4)*11.

________

Είμαι τελείως απορροφημένος/η από την εργασία μου. (AB4)*

12.

________

Όταν εργάζομαι είμαι ικανός να συνεχίσω τη δουλειά μου για πολλή ώρα. (VI4)

Κάθε
μέρα

13.

________Η δουλειά μου αποτελεί πρόκληση για μένα. (DE5)14.

________Η δουλειά μου με συναρπάζει. (AB5)*

15.

________

Στην δουλειά μου έχω μεγάλη πνευματική αντοχή. (VI5)16.

________

Μου είναι δύσκολο να αποσπάσω τον εαυτό μου από τη δουλειά μου (AB6)17.

________ Δείχνω πάντοτε επιμονή στη δουλειά μου, ακόμα κι όταν τα πράγματα δεν πάνε καλά. (VI6)* Shortened version (UWES-9); VI=Σφρίγος , DE= Αφοσίωση, AB=Απορρόφηση
© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors.

UWES Manual; page 57
Russian version

Опросник (UWES) ©
Вопросы, приведенные ниже, относятся к переживаниям, которые человек испытывает в связи сосвоей работой. Пожалуйста, прочтите внимательно каждое из утверждений и определите,чувствовали ли Вы когда-либо нечто подобное по отношению к основной работе. Если у Вас никогда небыло такого переживания, обведите 0 на бланке ответов, если то или иное переживание у Вас было,отметьте на бланке, как часто оно возникает, в соответствии со шкалой, приведенной ниже (баллы
от 1 до 6).

Никогда
0Ни разу

Почтиникогда
1Несколькораз в годДостаточноредко
2Раз в месяцили реже

Иногда
3Несколькораз в месяц

Достаточночасто4
Раз в неделю

1.

________ Во время работы меня переполняет энергия*2.

________ Моя работа целенаправленна и осмысленна

3.

________ Когда я работаю, время пролетает незаметно

4.

________ Во время работы я испытываю прилив сил и энергии*5.

________ Я полон энтузиазма в отношении своей работы*6.

________

Почтивсегда
5Несколькораз в неделю

Постоянно
6Каждый
деньВо время работы я забываю обо всем окружающем

7.

________

Моя работа вдохновляет меня*8.

________

Проснувшись утром, я радуюсь тому, что пойду на работу*9.

________

Я счастлив, когда интенсивно работаю*10.

________

Я горжусь своей работой*11.

________

Я ухожу в работу с головой*12.

________

Могу работать в течение длительного времени без перерывов

13.

________

Работа ставит передо мной сложные и интересные задачи

14.

________

Я позволяю работе «уносить» меня*15.

________

В работе я очень настойчив и не отвлекаюсь на постороннее

17.

________

Мне трудно отложить работу в сторону

17.

________

Я продолжаю работать даже тогда, когда дела идут плохо

* короткий версия (UWES-9)© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors.

UWES Manual; page 58
Portuguese student version

Questionário do bem estar e no contexto academic (UWES-S) ©
Enquanto aluno (você) faz determinadas tarefas, como por exemplo assistir às aulas (tanto teóricas como
práticas), ir à biblioteca, fazer trabalhos de grupo, estudar, etc. Os itens que se seguem referem-se asentimentos, crenças e comportamentos relacionados com a sua experiência como aluno do ensino superior. Por
favor responda a cada um dos itens de acordo com a escala de respostas que se segue, cujos valores variam
entre 0 (se nunca teve esse sentimento ou crença) e 6 (se o tem sempre).

Nunca
0Nenhuma vez

Quase nunca Algumas vezes
1

2

Regularmente

Bastantes vezes

Quase sempre

Sempre3

4

5

6

Uma vez por
semanaAlgumas vezes
por semana

Todos
os diasAlgumas vezes Uma vez ou
Algumas vezes
por anomenos por mês
por mês

1.

________As minhas tarefas como aluno fazem-me sentir cheio(a) de energia (VI1)*

2.

________

Creio que o meu curso tem significado (DE1)3.

________

O tempo passa a voar quando estou a realizar as minhas tarefas como aluno (AB1)4.

________

Sinto-me com força e energia quando estou a estudar ou vou às aulas (VI2)*

5.

________

Estou entusiasmado(a) com o meu curso (DE2)*6.

________

Esqueço tudo o que se passa à minha roda quando estou concentrado(a) nos meus estudos
(AB2)

7.

________Os meus estudos inspiram-me coisas novas (DE3)*8.

________

Quando me levanto de manhã apetece-me ir para as aulas ou estudar (VI3)*9.

________

Sinto-me feliz quando estou a fazer tarefas relacionadas com os meus estudos (AB3)*

10.

________

Estou orgulhoso(a) de fazer este curso (DE4)*11.

________

Estou imerso nos meus estudos (AB4)*

12.

________As minhas tarefas como aluno não me cansam (VI4)13.

________

O meu curso é desafiante para mim (DE5)14.

________"Deixo-me ir" quando realizo as minhas tarefas como aluno (AB5)*

15.

________Sou uma pessoa com força para enfrentar as minhas tarefas como aluno (VI5)16.

________

Sinto-me envolvido(a) no meu curso (AB6)17.

________Em minhas tarefas como o páro da pupila não, exatamente isso não me sente bem (VI6)* Versa encurtada (UWES-9); VI= vigor; DE = dedication; AB = absorption© Schaufeli, Salanova & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research.
Commercial and/or non-scientific use is prohibited, unless previous written permission is granted by the authors

UWES Manual; page 59

工作及健康状况调查（UWES)©
以下的17个句子是有关您在工作中的感受的陈述。请仔细阅读，并确定您是否曾在工作中有过这样的感觉。如果您从未有过这样的感受，请在该题目左端的横线上填入“0”。如果曾有过这样的感受，请您
在横线上填入相应最能够描述您的感受的频繁程度的数字（从1到6）。

几乎没有过

很少

有时

经常

3

4

5

0

1

从来没有

一年几次 一个月一次 一个月 一周一次

或更少

2

十分频繁

或更少

总是

6
一周几次

每天

几次

1. ________ 在工作中，我感到自己迸发出能量。(VI1)*
2. ________ 我觉得我所从事的工作目的明确，且很有意义 (DE1)
3. ________ 当我工作时，时间总是过得飞快 (AB1)
4. ________ 工作时，我感到自己强大并且充满活力(VI2)*
5. ________ 我对工作富有热情 (DE2)*
6. ________ 当我工作时，我忘记了周围的一切事情 (AB2)
7. ________ 工作激发了我的灵感 (DE3)*
8. ________ 早上一起床，我就想要去工作 (VI3)*
9. ________ 当工作紧张的时候，我会感到快乐 (AB3)*
10. ________ 我为自己所从事的工作感到自豪 (DE4)*
11. ________ 我沉浸于我的工作当中。(AB4)*
12. ________ 我可以一次连续工作很长时间 (VI4)
13. ________ 对我来说，我的工作是具有挑战性的 (DE5)
14. ________ 我在工作时会达到忘我的境界 (AB5)*
15. ________ 工作时，即使感到精神疲劳，我也能够很快地恢复 (VI5)
16. ________ 我感觉到自己离不开工作 (AB6)UWES Manual; page 60

17. ________ 在工作中，即使事情进展不顺利，我也总能够锲而不舍 (VI6)* Shortened version (UWES-9); VI= vigor; DE = dedication; AB = absorption©

Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
and/or non-scientific use is prohibited, unless previous written permission is granted by the authors