Psychometric properties of the UWES-S for South African university students

Abstract

Orientation: Student engagement is crucial for students’ success in higher education. Therefore, this study seeks to validate the psychometric properties of the Utrecht Work Engagement Scale-Student (UWES-S) version in a South African context.

Research purpose: The study evaluated the psychometric properties of the UWES-S, focusing on factorial validity, measurement invariance, item bias and internal consistency in a sample of university students across multiple campuses of a South African tertiary institution.

Motivation for the study: International best practices in psychometric assessment advocate for validated assessments. This study evaluates the psychometric properties of the UWES-S within the South African context.

Research approach/design and method: This quantitative cross-sectional study assessed the UWES-S’s psychometric properties, including factorial validity, measurement invariance, item bias and internal consistency in a sample of 2434 students from three campuses of a South African university.

Main findings: Results supported the three-factor structure of the UWES-S across language and campus groups. Factor loadings identified one problematic item with a negative loading, which was omitted. Measurement invariance was established, and while item bias was detected, the effect size was negligible. The UWES-S was also deemed reliable with high internal consistency.

Practical/managerial implications: The study provided preliminary evidence for the reliable, valid and unbiased application of the UWES-S on university students in South Africa.

Contribution/value-add: This study supports the valid, reliable and unbiased application of the UWES-S within South Africa’s higher education context.