Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time of increasing migratory movements throughout the world. Differences in cognitive, affective, behavioral, and agentic student engagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence. A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that: students with native parents present higher cognitive and agentic engagement than students with immigrant parents; early adolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present higher cognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute to knowledge advancement, enhancing the understanding of student engagement with immigrant and native parents during early and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Based on the findings and conclusions from this study, possibilities for future research and political-educational recommendations are presented.

Resumo EnquadramentoConceptual: Considera-se o Envolvimento do Aluno na Escola um constructo quadridimensional, abrangendo as dimensões; cognitiva, afetiva, comportamental e agenciativa. Objetivo: Analisar as qualidades psicométricas da adaptação para contexto de ensino superior, da escala de Envolvimento dos Alunos na Escola: uma Escala Quadri-Dimensional -EAE-E4D. Metodologia: Quantitativa. Amostra de 715 estudantes do Ensino Superior. Resultados: Estudo das propriedades psicométricas da escala EAE-E4D através da análise factorial e da avaliação da consistência interna. Os resultados reproduzem valores semelhantes aos da escala original. Conclusões: O questionário EAE-E4D apresenta boas qualidades psicométricas e pode, também, ser usado com estudantes do Ensino Superior. Palavras-chave: envolvimento do aluno na escola, ensino superior, EAE-E4D, qualidades psicométricas AbstractConceptual Framework: Student Engagement in School is considered as a four-dimensional construct, comprising the cognitive, affective, behavioural, and agentic dimensions. Objective: To analyse the psychometric properties of the adaptation of the scale Students' Engagement in School: Four-Dimensional Scale -SES-4DS to a higher education context. Methodology: Quantitative research. Sample of 715 higher education students. Results: Evaluation of the psychometric qualities of the SES-4DS through factor analysis and assessment of the internal consistency. The results reveal similar values to the original scale's. Conclusion: The SES-4DS questionnaire shows good psychometric properties and may also be used with higher education students. Keywords: student engagement in school, higher education, SES-4DS, psychometric qualities Enquadramento conceptual O envolvimento do aluno na escola é considerado um conceito complexo e multifacetado que tem sido alvo de considerável atenção, na literatura especializada em educação, nos últimos 30 anos. As primeiras contextualizações do conceito de envolvimento foram realizadas no âmbito das teorias do desenvolvimento do estudante, estabelecendo uma forte ligação deste conceito a uma série de outras dimensões educacionais, tais como os resultados positivos no desenvolvimento académico dos estudantes, incluindo aspectos como a participação, a satisfação, a persistência, a realização académica e o compromisso social (Astin, 1984). Estas perspectivas estavam essencialmente associadas aos comportamentos observáveis dos alunos como é o caso do modelo de participação-identificação apresentado por Finn (1989), no qual as dimensões académica, social e cognitiva integravam a dimensão comportamental que permitia caracterizar o envolvimento dos alunos.Mais recentemente, o envolvimento tem sido definido por alguns autores como um estado mental positivo que se caracteriza por vigor, dedicação e absorção nas atividades, refere-se à manifestação simultânea de concentração, interesse e prazer na realização da atividade, o que significa que se caracteriza também por fatores emocionais e afetivos, para além de cognitivos e com...

Within the scope of socio-cognitive theories, student engagement in school has been studied as a multidimensional construct. A four-dimensional perspective was adopted, with the dimensions: affective, cognitive, behavioural and agentic. The objective, to analyse how the variables age and parental education relate to student engagement in school. The sample consisted of 715 Portuguese public Higher Education students from the Lisbon area. The data was collected through an online survey, which included the Student Engagement in School: a Four-Dimensional Scale – Higher Education Version. Data analysis not only revealed that students of age 26 or older scored considerably higher results in engagement than younger colleagues, but also highlighted significant differences of engagement in the affective, behavioural and agentic dimensions, depending on parental education. The results, while partially corroborating the revised literature, suggest future in-depth studies.

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