<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032020000100147</article-id>
<article-id pub-id-type="doi">10.15517/aie.v20i1.40020</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis factorial confirmatorio de la escala de involucramiento escolar para adolescentes (EIE-A)]]></article-title>
<article-title xml:lang="en"><![CDATA[Confirmatory factor analysis of adolescent&#8217;s school engagement scale (ASES)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Hernández]]></surname>
<given-names><![CDATA[María Enriqueta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade Palos]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>147</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032020000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032020000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032020000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El involucramiento escolar comprende las conductas, creencias y emociones de la población estudiantil hacia su actividad escolar. Es un constructo que se ha investigado ampliamente en el alumnado de educación superior y con menor frecuencia en estudiantes de educación básica. Las personas adolescentes con mayor involucramiento escolar tienen mejor desempeño y se involucran menos en conductas de riesgo, por lo que resulta importante investigar más acerca de este tema. El objetivo del presente artículo es presentar las propiedades psicométricas de un instrumento para evaluar el involucramiento escolar en el estudiantado de secundaria. Esta investigación cuantitativa se realizó con población estudiantil de México y los datos se obtuvieron entre 2018 y 2019. La muestra no probabilística estuvo constituida por 503 estudiantes de secundaria públicas de la Ciudad de Xalapa, Veracruz; 57.5% fueron mujeres y 42.5% hombres, con edades entre 11 y 15 años (M= 13.12, D.E. 0.92). La versión final de la escala está compuesta de diez reactivos con siete opciones de respuesta que evalúan tres dimensiones: conductual, emocional y cognitiva. El análisis factorial confirmatorio mostró índices de ajuste adecuados CFI = 0.98, TLI = 0.98, SRMR = 0.03, RMSEA= 0.05, y los coeficientes de confiabilidad interna fueron &#945; = 0.88 y &#955;2 = 0.88. Los resultados indican que la EIE-A es un instrumento adecuado para evaluar el involucramiento escolar en personas adolescentes tempranas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract School involvement includes the behaviors, beliefs and emotions of student population have towards their school activity, it is a construct that has been widely studied in college students but infrequently in middle school students. Adolescents that are more engaged in school activities demonstrate better performance in class and are less prone to get involved in risk behaviors, which is why a more in-depth study is needed. The objective of this article is to present the psychometric properties of an instrument to evaluate students' school engagement at secondary school level. This quantitative research was carried out with students from Mexico and the data were obtained between 2018 and 2019. The non-probabilistic sample consisted of 503 public high school students from the City of Xalapa, Veracruz; 57.5% were women and 42.5% men, aged between 11 and 15 years (M = 13.12, D.E. 0.92).The final version of the scale contains ten items, each with seven possible responses which evaluates 3 dimensions: behavioral, emotional and cognitive. The confirmatory factor analysis showed adequate goodness of fit indexes CFI = 0.98, TLI = 0.98, SRMR = 0.03, RMSEA = 0.05 and the coefficients of reliability were &#945; = 0.88 y &#955;2 = 0.88. The results indicate that the ASES is a suitable instrument to evaluate early adolescence school involvement.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Involucramiento escolar]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[medición]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="en"><![CDATA[school engagement]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[measurement]]></kwd>
<kwd lng="en"><![CDATA[school performance.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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