Workaholism as Positive Reinforcement for Educators Working Engagement in Higher Education
Abstract
Work engagement is an essential indicator for educators to be immersed in their work tasks and to ensure well-being at work. The various tasks and limited time given to educators, especially in higher education, can reduce work engagement. On the other hand, service industry organizations are experiencing a new behavioral phenomenon known as workaholism. This is characterized by employees’ habit of working excessively and compulsively. However, to our knowledge, no study has yet analyzed how workaholism in higher education correlates with educators’ working engagement. Therefore, this study aims to understand the effect and correlation between workaholism level and working engagement in higher education. The 41 lecturers from the Faculty of Industrial Technology at Universitas Atma Jaya Yogyakarta were asked to complete a questionnaire measuring workaholism level (DUWAS) and working engagement (UWES-9). The Pearson analysis of these two variables shows a moderate positive correlation (r = 0.565, p < .001). Moreover, the ANOVA analysis shows lecturers with workaholic behavior have significantly greater engagement levels (p < .05) than those without. This implies that a working environment should be created to promote healthy workaholism among higher education educators to maximize their engagement levels in their work.
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References
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Di Stefano, G., & Gaudiino, M. (2019). Workaholism and work engagement: How are they similar? How are they different? A systematic review and meta-analysis. European Journal of Work and Organizational Psychology, 28(3), 329–347.
Evadewi, P. K. R., & Suarya, L. M. K. S. (2013). Kepatuhan mengonsumsi obat pasien hipertensi di Denpasar ditinjau dari kepribadian tipe A dan tipe B. Jurnal Psikologi Udayana, 1(1), 32–42.
Gorgievski, M. J., Bakker, A. B., & Schaufeli, W. B. (2010). Work engagement and workaholism: Comparing the self-employed and salaried employees. The Journal of Positive Psychology, 5(1), 83–96.
Klassen, R. M., Aldhafri, S., Mansfield, C. F., Purwanto, E., Siu, A. F. Y., Wong, M. W., & Woods-McConney, A. (2012). Teachers’ engagement at work: An international validation study. The Journal of Experimental Education, 80(4), 317–337.
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Mills, M. J., Culbertson, S. S., & Fullagar, C. J. (2012). Conceptualizing and measuring engagement: An analysis of the Utrecht Work Engagement Scale. Journal of Happiness Studies, 13, 519–545.
Mohajan, H. K. (2020). Quantitative research: A successful investigation in natural and social sciences. Journal of Economic Development, Environment and People, 9(4), 50–79.
Ng, T. W. H., Sorensen, K. L., & Feldman, D. C. (2007). Dimensions, antecedents, and consequences of workaholism: A conceptual integration and extension. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 28(1), 111–136.
Omar, A., Salessi, S., Vaamonde, J. D., & Urteaga, F. (2021). Psychometric qualities of the Argentine version of the Dutch work addiction scale (DUWAS). Current Psychology, 40, 793–803.
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Schaufeli, W. (n.d.). Tests – Wilmar Schaufeli. Retrieved September 21, 2023, from https://www.wilmarschaufeli.nl/tests/
Schaufeli, W. B., & Bakker, A. (2003). UWES Utrecht work engagement scale preliminary manual. Occupational Health Psychology Unit.
Schaufeli, W., van Wijhe, C., Peeters, M., & Taris, T. (2011). Werkverslaving, een begrip gemeten. Gedrag & Organisatie, 24(1).
Selvanathan, M., Jayabalan, N., Saini, G. K., Supramaniam, M., & Hussin, N. (2020). Employee Productivity in Malaysian Private Higher Educational Institutions. PalArch’s Journal of Archaeology of Egypt/Egyptology, 17(3), 66–79.
Shimazu, A., Bakker, A. B., Demerouti, E., Fujiwara, T., Iwata, N., Shimada, K., Takahashi, M., Tokita, M., Watai, I., & Kawakami, N. (2020). Workaholism, work engagement and child well-being: A test of the spillover-crossover model. International Journal of Environmental Research and Public Health, 17(17), 6213.
Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/S11165-016-9602-2/TABLES/1
Taris, T. W., Schaufeli, W. B., & Verhoeven, L. C. (2005). Workaholism in the Netherlands: Measurement and implications for job strain and work–nonwork conflict. Applied Psychology, 54(1), 37–60.
Titien, T. (2016). Penyusunan dan Pengembangan Alat Ukur Employee Engagement. Psikohumaniora: Jurnal Penelitian Psikologi, 1(1), 113–130. https://doi.org/10.21580/PJPP.V1I1.958
Torp, S., Lysfjord, L., & Midje, H. H. (2018). Workaholism and work–family conflict among university academics. Higher Education, 76, 1071–1090.
Van Beek, I., Hu, Q., Schaufeli, W. B., Taris, T. W., & Schreurs, B. H. J. (2012). For fun, love, or money: What drives workaholic, engaged, and burned‐out employees at work? Applied Psychology, 61(1), 30–55.
van Wijhe, C., Peeters, M., Schaufeli, W., & van den Hout, M. (2011). Understanding workaholism and work engagement: The role of mood and stop rules. Career Development International, 16(3), 254–270. https://doi.org/10.1108/13620431111140156
Vîrgă, D., Pattusamy, M., & Kumar, D. P. (2022). How psychological capital is related to academic performance, burnout, and boredom? The mediating role of study engagement. Current Psychology, 41(10), 6731–6743.
Allam, H. K., Helmy, M. S., El Badry, A. S., & Younis, F. E. (2021). Workaholism, sleep disorders, and potential e-learning impacts among Menoufia University staff during COVID-19 pandemic. Journal of Public Health Research, 10(4), jphr-2021.
Andreassen, C. S. (2014). Workaholism: An overview and current status of the research. Journal of Behavioral Addictions, 3(1), 1–11.
Barbera, J., Naibert, N., Komperda, R., & Pentecost, T. C. (2020). Clarity on Cronbach’s Alpha Use. Journal of Chemical Education, 98(2), 257–258. https://doi.org/10.1021/ACS.JCHEMED.0C00183
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661.
Choi, J., Permpongaree, S., Kim, N., Choi, Y., & Sohn, Y. W. (2020). The double-edged sword of a calling: The mediating role of harmonious and obsessive passions in the relationship between a calling, workaholism, and work engagement. International Journal of Environmental Research and Public Health, 17(18), 6724.
Clark, M. A., Michel, J. S., Zhdanova, L., Pui, S. Y., & Baltes, B. B. (2016). All work and no play? A meta-analytic examination of the correlates and outcomes of workaholism. Journal of Management, 42(7), 1836–1873.
Di Stefano, G., & Gaudiino, M. (2019). Workaholism and work engagement: How are they similar? How are they different? A systematic review and meta-analysis. European Journal of Work and Organizational Psychology, 28(3), 329–347.
Evadewi, P. K. R., & Suarya, L. M. K. S. (2013). Kepatuhan mengonsumsi obat pasien hipertensi di Denpasar ditinjau dari kepribadian tipe A dan tipe B. Jurnal Psikologi Udayana, 1(1), 32–42.
Gorgievski, M. J., Bakker, A. B., & Schaufeli, W. B. (2010). Work engagement and workaholism: Comparing the self-employed and salaried employees. The Journal of Positive Psychology, 5(1), 83–96.
Klassen, R. M., Aldhafri, S., Mansfield, C. F., Purwanto, E., Siu, A. F. Y., Wong, M. W., & Woods-McConney, A. (2012). Teachers’ engagement at work: An international validation study. The Journal of Experimental Education, 80(4), 317–337.
Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: development of the engaged teachers scale (ETS). Frontline Learning Research, 1(2), 33–52.
Kotera, Y., Lieu, J., Kirkman, A., Barnes, K., Liu, G. H. T., Jackson, J., Wilkes, J., & Riswani, R. (2022). Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement. Healthcare 2022, Vol. 10, Page 1439, 10(8), 1439. https://doi.org/10.3390/HEALTHCARE10081439
Kristiana, I. F., & Purwono, U. (2019). Analisis Rasch Dalam Utrecht Work Engagement Scale-9 (UWES 9) Versi Bahasa Indonesia. Jurnal Psikologi Universitas Diponegoro, 17(2), 204–217.
Langseth-Eide, B. (2019). It’s been a hard day’s night and i’ve been working like a dog: Workaholism and work engagement in the JD-R model. Frontiers in Psychology, 10(JUN). https://doi.org/10.3389/fpsyg.2019.01444
Lee, Y., Lee, J. Y., & Lee, J. (2022). The relationship between work engagement and workaholism: a systematic review and meta-analysis. European Journal of Training and Development, 46(9), 996–1028.
Loscalzo, Y., & Giannini, M. (2019). Study Engagement in Italian University Students: A Confirmatory Factor Analysis of the Utrecht Work Engagement Scale—Student Version. Social Indicators Research, 142(2), 845–854. https://doi.org/10.1007/S11205-018-1943-Y/TABLES/4
Makhdoom, I. F., Malik, N. I., Atta, M., Malik, N., Qureshi, M. G., Shahid, M., & Tang, K. (2022). When workaholism is negatively associated with burnout: A moderated mediation. Frontiers in Public Health, 10, 968837.
Mazzetti, G., Schaufeli, W. B., & Guglielmi, D. (2018). Are workaholism and work engagement in the eye of the beholder?: A multirater perspective on different forms of working hard. European Journal of Psychological Assessment, 34(1), 30–40. https://doi.org/10.1027/1015-5759/a000318
Mills, M. J., Culbertson, S. S., & Fullagar, C. J. (2012). Conceptualizing and measuring engagement: An analysis of the Utrecht Work Engagement Scale. Journal of Happiness Studies, 13, 519–545.
Mohajan, H. K. (2020). Quantitative research: A successful investigation in natural and social sciences. Journal of Economic Development, Environment and People, 9(4), 50–79.
Ng, T. W. H., Sorensen, K. L., & Feldman, D. C. (2007). Dimensions, antecedents, and consequences of workaholism: A conceptual integration and extension. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 28(1), 111–136.
Omar, A., Salessi, S., Vaamonde, J. D., & Urteaga, F. (2021). Psychometric qualities of the Argentine version of the Dutch work addiction scale (DUWAS). Current Psychology, 40, 793–803.
Rachmawati, A. F. D. (2022). Peran Passion Dan Tuntutan Pekerjaan Terhadap Kecenderungan Workaholic Pada Karyawan. https://dspace.uii.ac.id/handle/123456789/40553
Rao, S., Ferris, T. G., Hidrue, M. K., Lehrhoff, S. R., Lenz, S., Heffernan, J., McKee, K. E., & Del Carmen, M. G. (2020). Physician burnout, engagement and career satisfaction in a large academic medical practice. Clinical Medicine & Research, 18(1), 3–10.
Schaufeli, W. (n.d.). Tests – Wilmar Schaufeli. Retrieved September 21, 2023, from https://www.wilmarschaufeli.nl/tests/
Schaufeli, W. B., & Bakker, A. (2003). UWES Utrecht work engagement scale preliminary manual. Occupational Health Psychology Unit.
Schaufeli, W., van Wijhe, C., Peeters, M., & Taris, T. (2011). Werkverslaving, een begrip gemeten. Gedrag & Organisatie, 24(1).
Selvanathan, M., Jayabalan, N., Saini, G. K., Supramaniam, M., & Hussin, N. (2020). Employee Productivity in Malaysian Private Higher Educational Institutions. PalArch’s Journal of Archaeology of Egypt/Egyptology, 17(3), 66–79.
Shimazu, A., Bakker, A. B., Demerouti, E., Fujiwara, T., Iwata, N., Shimada, K., Takahashi, M., Tokita, M., Watai, I., & Kawakami, N. (2020). Workaholism, work engagement and child well-being: A test of the spillover-crossover model. International Journal of Environmental Research and Public Health, 17(17), 6213.
Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/S11165-016-9602-2/TABLES/1
Taris, T. W., Schaufeli, W. B., & Verhoeven, L. C. (2005). Workaholism in the Netherlands: Measurement and implications for job strain and work–nonwork conflict. Applied Psychology, 54(1), 37–60.
Titien, T. (2016). Penyusunan dan Pengembangan Alat Ukur Employee Engagement. Psikohumaniora: Jurnal Penelitian Psikologi, 1(1), 113–130. https://doi.org/10.21580/PJPP.V1I1.958
Torp, S., Lysfjord, L., & Midje, H. H. (2018). Workaholism and work–family conflict among university academics. Higher Education, 76, 1071–1090.
Van Beek, I., Hu, Q., Schaufeli, W. B., Taris, T. W., & Schreurs, B. H. J. (2012). For fun, love, or money: What drives workaholic, engaged, and burned‐out employees at work? Applied Psychology, 61(1), 30–55.
van Wijhe, C., Peeters, M., Schaufeli, W., & van den Hout, M. (2011). Understanding workaholism and work engagement: The role of mood and stop rules. Career Development International, 16(3), 254–270. https://doi.org/10.1108/13620431111140156
Vîrgă, D., Pattusamy, M., & Kumar, D. P. (2022). How psychological capital is related to academic performance, burnout, and boredom? The mediating role of study engagement. Current Psychology, 41(10), 6731–6743.
Published
2024-05-24
How to Cite
DESTYANTO, Twin Yoshua R.; HALIM, Lenny.
Workaholism as Positive Reinforcement for Educators Working Engagement in Higher Education.
Jurnal Psikologi Udayana, [S.l.], v. 11, n. 1, p. 440-448, may 2024.
ISSN 2654-4024.
Available at: <https://ojs.unud.ac.id/index.php/psikologi/article/view/112588>. Date accessed: 15 nov. 2024.
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