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The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China

BACKGROUND: The primary aim of this research was to examine the role of psychological empowerment on the work engagement of university faculty members in China and the implications for both faculty members and university administrators. The questions of the study focus on the level of psychological...

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Autores principales: Meng, Qian, Sun, Fangfang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6804786/
https://www.ncbi.nlm.nih.gov/pubmed/31695531
http://dx.doi.org/10.2147/PRBM.S215912
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author Meng, Qian
Sun, Fangfang
author_facet Meng, Qian
Sun, Fangfang
author_sort Meng, Qian
collection PubMed
description BACKGROUND: The primary aim of this research was to examine the role of psychological empowerment on the work engagement of university faculty members in China and the implications for both faculty members and university administrators. The questions of the study focus on the level of psychological empowerment and work engagement of university faculty members and the correlation between psychological empowerment and work engagement. MATERIALS AND METHODS: Data were collected from a sample of 162 faculty members working at a China university. They were asked to complete two self-reported scales with good reliability and validity: the psychological empowerment scale (PES) and the Utrecht work engagement scale (UWES). The responses from the sample were analyzed using SPSS software. The descriptive statistics showed the participants’ statistical characteristics, while independent sample t-tests and one-way analysis of variance (ANOVA) revealed group differences among university faculty members. Correlation analysis and multidimensional regression analysis demonstrated how psychological empowerment affected work engagement. RESULTS: The total scores for the PES and UWES were both moderately high. Gender, age, degree attained, and professional ranking were associated with differences in levels of psychological empowerment and work engagement. The results confirmed that psychological empowerment was positively correlated with all the dimensions of work engagement. The regression analysis results showed that the positive role of psychological empowerment in work engagement was mainly realized through two dimensions: meaning and competence. CONCLUSION: The study results revealed significant group differences in the PES and UWES scores among university faculty members. Universities should give more support to younger and junior faculty. There is highly positive correlation between psychological empowerment and work engagement. University should recognize the role of psychological empowerment and create a supportive environment to promote faculty members’ professional development, which, in turn, can increase universities’ productivity.
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spelling pubmed-68047862019-11-06 The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China Meng, Qian Sun, Fangfang Psychol Res Behav Manag Original Research BACKGROUND: The primary aim of this research was to examine the role of psychological empowerment on the work engagement of university faculty members in China and the implications for both faculty members and university administrators. The questions of the study focus on the level of psychological empowerment and work engagement of university faculty members and the correlation between psychological empowerment and work engagement. MATERIALS AND METHODS: Data were collected from a sample of 162 faculty members working at a China university. They were asked to complete two self-reported scales with good reliability and validity: the psychological empowerment scale (PES) and the Utrecht work engagement scale (UWES). The responses from the sample were analyzed using SPSS software. The descriptive statistics showed the participants’ statistical characteristics, while independent sample t-tests and one-way analysis of variance (ANOVA) revealed group differences among university faculty members. Correlation analysis and multidimensional regression analysis demonstrated how psychological empowerment affected work engagement. RESULTS: The total scores for the PES and UWES were both moderately high. Gender, age, degree attained, and professional ranking were associated with differences in levels of psychological empowerment and work engagement. The results confirmed that psychological empowerment was positively correlated with all the dimensions of work engagement. The regression analysis results showed that the positive role of psychological empowerment in work engagement was mainly realized through two dimensions: meaning and competence. CONCLUSION: The study results revealed significant group differences in the PES and UWES scores among university faculty members. Universities should give more support to younger and junior faculty. There is highly positive correlation between psychological empowerment and work engagement. University should recognize the role of psychological empowerment and create a supportive environment to promote faculty members’ professional development, which, in turn, can increase universities’ productivity. Dove 2019-10-18 /pmc/articles/PMC6804786/ /pubmed/31695531 http://dx.doi.org/10.2147/PRBM.S215912 Text en © 2019 Meng and Sun. http://creativecommons.org/licenses/by-nc/3.0/ This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Meng, Qian
Sun, Fangfang
The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China
title The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China
title_full The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China
title_fullStr The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China
title_full_unstemmed The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China
title_short The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China
title_sort impact of psychological empowerment on work engagement among university faculty members in china
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6804786/
https://www.ncbi.nlm.nih.gov/pubmed/31695531
http://dx.doi.org/10.2147/PRBM.S215912
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