Systematic Review Identifies Instruments for Measuring School Engagement in Hispanic America

Humanities and Social Sciences Communications (2026) Cite this article We are providing an unedited version of this manuscript to give early access to its findings. Before final publication, the manuscript will undergo further editing. Please note there may be errors present which affect the content, and all legal disclaimers apply. School engagement is a determinant that has been the subject of great attention due to its link with academic performance and dropout rates. Although there are instruments for its measurement in Latin American countries, there are no known studies that have analyzed and systematized its psychometric properties. This review evaluated the psychometric properties of the instruments used to measure school engagement in the Latin American context. Following PRISMA guidelines, this review included studies indexed in databases such as Scopus and Web of Science, focusing on articles that used quantitative measures of school engagement. The analysis of methodological quality was carried out using the COSMIN criteria. The review synthesized the results of 32 articles, highlighting the use of instruments such as the UWES-S and the School Engagement Questionnaire by Lara et al., (2018). While some instruments demonstrated strong psychometric properties, others showed variability in internal consistency and factor structure validity. In particular, cultural and linguistic adaptations varied significantly, as did factor structures, which may affect the performance of the instruments in different regional contexts and the comparability of data. Esta investigación fue financiada por la Agencia Nacional de Investigación y Desarrollo (ANID), Fondecyt Regular Nº 1231271 y Nº 1210172/. This work was supported by the Agencia Nacional de Investigación y Desarrollo (ANID), Fondecyt Regular - 1231271 and - 1210172. This work was supported by ANID - Fondecyt Regular - 1231271 and 1210172. Facultad de Psicología, Universidad del Desarrollo, Santiago, Chile Jorge J. Varela, Roy Hidalgo, Elizabeth Pardo-González & Francisca Cuevas-Pavincich Departamento de Trabajo Social, Facultad de Ciencias Sociales, Universidad de Chile, Santiago, Chile Departamento de Psicología, Facultad de Ciencias de La Salud, Universidad Católica de Temuco, Temuco, Chile Facultad de Psicología, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile Department of Didactics and Educational Organization, Faculty of Education, University of Barcelona, Barcelona, Spain This study is a systematic review and did not involve human participants and therefore did not