ArticleFrontiers in psychology2025
Psychometric validation of Utrecht Work Engagement Scale-Student-9 in Chinese undergraduate students.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Beyond Engagement Alone: Heterogeneous Profiles of Academic Engagement and Mental Well-Being Among Chinese Adolescents.Behavioral sciences (Basel, Switzerland) · 2026Article
- The Six-Facet Artificial Intelligence Literacy Questionnaire (SFAILQ): Assessing AI Literacy in Adolescents, Young Adults, and Midlife Adults.Behavioral sciences (Basel, Switzerland) · 2026Article
- The relationship between perceived teacher support and student engagement in Chinese junior high school music classrooms: the role of learning motivation.Frontiers in psychology · 2026Article
- Smartphone addiction and self-esteem among university students: a moderated mediation and latent profile analysis.Frontiers in psychiatry · 2026Article
- The relationship between sleep quality and physical learning engagement among Chinese college students: a variable centered and person centered analysis.Frontiers in public health · 2026Article
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Abstract
Introduction: Academic engagement represents a critical construct in educational psychology, yet comprehensive psychometric validation of assessment instruments remains limited within Chinese higher education contexts. This study examines the psychometric properties of the Chinese version of the Utrecht Work Engagement Scale-Student-9 (UWES-S-9) among undergraduate students. Methods: Participants comprised 498 Chinese undergraduate students (66.1% female; Mage = 19.15 years, SD = 1.03, range: 17-24) who completed the UWES-S-9. A comprehensive analytical approach was employed, including confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and bifactor modeling (CFA and ESEM), alongside assessments of internal consistency, test-retest reliability, construct and concurrent validity, and measurement invariance across gender, academic year, and major. Results: The three-factor ESEM model demonstrated superior fit indices (χ Discussion: These findings contribute to the validation of the UWES-S-9 within Chinese higher education contexts while providing evidence for predominantly unidimensional interpretation of academic engagement scores. The results suggest that total engagement scores provide more reliable assessment than individual subscale scores, with important implications for both research and practical applications in Chinese educational settings.
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