[en] A topic that in the last years is getting relevance in school and students research is school engagement. This topic has been related, among other important constructs, with burnout of teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom, students-teachers relationships, and life satisfaction of the students. School engagement may be defined as the participation of the student in academic achievements, and it is understood as a multidimensional construct. The most repeated typology of dimensions recognizes three specific and overlapping dimensions: cognitive, behavioral, and emotional (affective). Frequently, education professionals have reported the lack of instruments to measure some students? characteristics and psychosocial and behavioral variables in the classroom, as it is the case of school engagement. Recently, a fourth new dimension, personal agency, has been proposed (Reeve and Tseng, 2011). Veiga (2013) has been the first to present a self-report instrument, in Portuguese, to measure these four components, the Student Engagement Scale-4 dimensions (ses-4ds). Taken all this into account, the aim of this research was to study the reliability and validity of the aforementioned scale in two versions, Spanish and Portuguese, in large samples from the Dominican Republic and Angola. Results have shown a clear factor structure (after deleting two items), and adequate criterion-related and nomological validity. Accordingly, the ses-4d scale was considered a valid instrument to be applied in studies measuring school engagement of teenagers./n?

[es] Un t?pico relevante en la investigaci?n sobre la escuela es el compromiso escolar o school engagement. Este t?pico se ha relacionado abundantemente con el burnout, de profesores y alumnos, y ha mostrado significativas relaciones con variables como el rendimiento escolar, satisfacci?n con la escuela, problemas de disciplina, orientaciones motivacionales de los alumnos y clima motivacional de la clase, relaciones entre alumnos y profesores, y satisfacci?n con la vida de los escolares, entre otras. El compromiso escolar se define como la participaci?n del estudiante en los logros acad?micos, y se entiende como un constructo multidimensional. La tipolog?a m?s repetida ha mostrado tres dimensiones (cognitiva, afectiva y conductual), pero a ?stas recientemente se ha a?adido una nueva, el compromiso ag?ntico. Con frecuencia, los profesionales de la educaci?n denuncian la falta de instrumentos para evaluar determinadas caracter?sticas de los alumnos y los aspectos psicosociales y comportamentales en clase. Como respuesta a esto, Veiga (2013) ha sido el primero en presentar un instrumento de autoinforme en portugu?s (el Student Engagement Scale-ses-4ds) que mide cuatro dimensiones de compromiso, cognitivo, afectivo, conductual y ag?ntico. El objetivo de este trabajo ha consistido en estudiar la validez y fiabilidad de esta escala en dos versiones, castellano y portugu?s. Los resultados han mostrado una clara estructura factorial, una vez eliminados dos ?tems. La validez de criterio y nomol?gica han resultado adecuadas. Por tanto, a la vista de los resultados, la presente escala supone un instrumento v?lido de aplicaci?n para la medici?n del compromiso escolar de los adolescentes./n?