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Original Research
Psychometric properties of the UWES-S for South African university students
Submitted: 08 November 2024 | Published: 25 April 2025
About the author(s)
Christiaan P. Brand, Department of Management Cybernetics, Faculty of Economic and Management Sciences, North-West University, Potchefstroom, South AfricaKarina Mostert, Department of Management Cybernetics, Faculty of Economic and Management Sciences, North-West University, Potchefstroom, South Africa
Charlize Du Toit, Department of Management Cybernetics, Faculty of Economic and Management Sciences, North-West University, Potchefstroom, South Africa
Leon De Beer, WorkWell Research Unit, North-West University, Potchefstroom, South Africa; and, Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
Arnold B. Bakker, Department of Management Cybernetics, Faculty of Economic and Management Sciences, North-West University, Potchefstroom, South Africa; and, Center of Excellence for Positive Organizational Psychology, Erasmus University Rotterdam, Rotterdam, the Netherlands; and, University of Vaasa, Vaasa, Finland
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.
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