Exploration of the contentious relationship between increased work engagement and service worker well-being
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study sought to examine the efficacy of a positive psychology intervention for increasing work engagement within the workplace for collegiate academic advisors. This study employed embedded design methodology, utilizing both quantitative and qualitative methods. This study consisted of four full-time collegiate academic advisors. The Person Activity Fit Diagnostic was used to individualize the positive exercises per participant. Also, the Utrecht Work Engagement Scale (UWES) was used to assess the work engagement measures for all three participants by looking at their degrees of vigor, dedication, and absorption. Qualitative (A Day in the Life Journal and interviews) and quantitative (UWES) data was collected as pre and post measures, with the quantitative measures supporting the qualitative data. Qualitative data (Participant Manuals) were used throughout the entire positive psychology intervention. All four participants perceived a positive influence on their work engagement. Overall, participants reported that the positive psychology intervention also helped with positive thinking and work-life balance. The findings of this study suggest that educating academic advisors on self-care practices, such as a positive psychology intervention, may ensure a healthier work-life balance in a field that can be hard to leave work at work.
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