Psychometric Properties and Measurement Invariance of the Multidimensional School Engagement Scale

Abstract: 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 School Engagement 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). In Chile, the MSES demonstrated strong internal consistency. Confirmatory factor analysis validated its bifactor structure with two global and seven specific factors (ꭓ 2 (593) = 3004.64, p < .001, CFI = .915, RMSEA = .041). Criterion validity was supported through significant correlations with the Student Engagement Instrument ( Appleton et al., 2006 ). Measurement invariance analysis with the US confirmed metric and scalar invariance for specific factors, allowing latent mean comparisons, though scalar invariance for global factors was not achieved. This study highlights the MSES’s relevance in underrepresented cultural contexts and its potential to advance cross-cultural research on student engagement and disengagement in diverse educational settings.