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.
Varela et al. (2026) studied this question.