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Datasets for CFA and invariance analysis for the study "Psychometric Properties and Metric Invariance of the Multidimensional School Engagement Scale A Comparative Study of Chilean and USA Students"

Author(s) / Creator(s)

Pérez-Salas, Claudia
Rodríguez-Díaz, Viviana
Fredricks, Jennifer
Wang, Ming-Te
Cumsille, Patricio
Zañartu, Isidora

Abstract / Description

The files comprise Mplus (8.6 version) datasets in both CSV and DAT formats and provides the necessary information to reproduce and extend the analyses across the Chilean and U.S. samples.
Datasets 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.

Keyword(s)

school engagement school disengagement student engagement psychometric measurement invariance

Persistent Identifier

Date of first publication

2025-09-11

Publisher

PsychArchives

Is referenced by

Citation

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  • Author(s) / Creator(s)
    Pérez-Salas, Claudia
  • Author(s) / Creator(s)
    Rodríguez-Díaz, Viviana
  • Author(s) / Creator(s)
    Fredricks, Jennifer
  • Author(s) / Creator(s)
    Wang, Ming-Te
  • Author(s) / Creator(s)
    Cumsille, Patricio
  • Author(s) / Creator(s)
    Zañartu, Isidora
  • PsychArchives acquisition timestamp
    2025-09-11T08:25:36Z
  • Made available on
    2025-09-11T08:25:36Z
  • Date of first publication
    2025-09-11
  • Abstract / Description
    The files comprise Mplus (8.6 version) datasets in both CSV and DAT formats and provides the necessary information to reproduce and extend the analyses across the Chilean and U.S. samples.
    en
  • Abstract / Description
    Datasets 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
    en
  • Abstract / Description
    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.
    en
  • Review status
    unknown
  • Sponsorship
    This research was supported by FONDECYT Grant 1231656 from the Chilean National Agency for Research and Development (ANID) to Claudia Pérez-Salas.
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/16611
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.21216
  • Language of content
    eng
  • Publisher
    PsychArchives
  • Is referenced by
    https://doi.org/10.1027/1015-5759/a000935
  • Is related to
    https://doi.org/10.23668/psycharchives.21163
  • Is related to
    https://www.psycharchives.org/handle/20.500.12034/16612
  • Keyword(s)
    school engagement
  • Keyword(s)
    school disengagement
  • Keyword(s)
    student engagement
  • Keyword(s)
    psychometric
  • Keyword(s)
    measurement invariance
  • Dewey Decimal Classification number(s)
    150
  • Title
    Datasets for CFA and invariance analysis for the study "Psychometric Properties and Metric Invariance of the Multidimensional School Engagement Scale A Comparative Study of Chilean and USA Students"
    en
  • DRO type
    researchData
  • Visible tag(s)
    Hogrefe