Supplementary materials for "Psychometric Properties and Measurement Invariance of the Multidimensional School Engagement Scale"

Supplementary materials for: Psychometric Properties and Measurement Invariance of the Multidimensional School Engagement Scale. This file includes the full list of scale items in English and Spanish (Supplementary Material 1), descriptive item statistics (supplementary material 2), detailed factor loadings from the configural model in U.S. and Chilean samples (Supplementary Material 3), results of metric and partial metric invariance tests across engagement and disengagement dimensions (Supplementary Material 4), and scalar invariance analyses examining fixed and free thresholds for each item (Supplementary Material 5). These materials support the cross-cultural validation and measurement invariance of the scale.

Supplemementary materials for: Pérez-Salas, C. P., Rodríguez Díaz, V., Fredricks, J., Wang, M.-T., Cumsille, P., & Zañartu, I. (2025). Psychometric Properties and Measurement Invariance of the Multidimensional School Engagement Scale. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000935

School engagement, comprising behavioral, emotional, cognitive, and social components, is crucial for students’academic and emotional development. This study evaluates the psychometric properties of the Multidimensional SchoolEngagement Scale (MSES) in a Chilean sample and its measurement invariance with a US sample. Using a non-experimental, cross-sectional design, data were collected from 2,436 Chilean and 3,632 US students (5th–12th grade). InChile, the MSES demonstrated strong internal consistency. Confirmatory factor analysis validated its bifactor structure withtwo global and seven specific factors (χ2 (593) = 3004.64, p < .001, CFI = .915, RMSEA = .041). Criterion validity wassupported through significant correlations with the Student Engagement Instrument (Appleton et al., 2006). Measurementinvariance analysis with the US confirmed metric and scalar invariance for specific factors, allowing latent meancomparisons, though scalar invariance for global factors was not achieved. This study highlights the MSES’s relevance inunderrepresented cultural contexts and its potential to advance cross-cultural research on student engagement anddisengagement in diverse educational settings.