This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigroup confirmatory factor analysis to test the factor structure and measurement invariance across settings, after which they examined the relationships between work engagement, workplace well-being (job satisfaction and quitting intention), and contextual variables (socioeconomic status, experience, and gender). The 1-factor version of the Utrecht Work Engagement Scale was deemed preferable to the 3-factor version and showed acceptable fit to the cross-national data. The 1-factor Utrecht Work Engagement Scale showed good internal consistency and similar relationships with workplace well-being and contextual variables across settings. The Utrecht Work Engagement Scale was invariant within broadly construed Western and non-Western groups but not across Western and non-Western groups. The authors concluded that the Utrecht Work Engagement Scale needs further development before its use can be supported in further cross-cultural research.
[Copyright of Journal of Experimental Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00220973.2012.678409]

This study investigated the identification and distribution of perfectionist types with a sample of 111 academically gifted Chinese students aged 17 to 20 in Hong Kong. Three approaches to classification were employed. Apart from the direct questioning approach, the rational approach and the clustering approach classified students using their scores on three constructs of the revised Almost Perfect Scale, which included high standards, order, and discrepancy between standards and performance. Despite the fact that the different approaches yielded different classification results, all three approaches generated profiles of three perfectionist types interpretable as nonperfectionists, healthy perfectionists, and unhealthy perfectionists, suggesting that healthy perfectionists tended to outnumber unhealthy perfectionists and nonperfectionists. Implications of the findings for working with perfectionist students and future research on perfectionism and perfectionist types are discussed.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02783191003587876]

This study examines the multidimensional and hierarchical structure of achievement goal orientation measured by the Inventory of School Motivation. The instrument consists of eight different scales with 43 survey items (ranging from three to seven items each). Each scale reflects one of eight specific dimensions: task, effort, competition, social power, affiliation, social concern, praise, and token. The study also examines the ability of these eight first-order factors to define four general second-order factors—mastery, performance, social factors, and extrinsic factors—as well as one third-order factor, general motivation. Participants came from seven different cultural groups in high schools in Australia (n = 4,787), Hong Kong (n = 697), the United States (n = 2,660), and Africa (n = 819). Nested confirmatory factor analyses support a multidimensional, hierarchical school motivation construct. The model was invariant across cultural groups. The findings provide a strong theoretical structure and tool for further school motivation research.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410500342559]