This study examined the multidimensional structure and measurement invariance of a school engagement instrument using confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor CFA (BCFA), and bifactor ESEM (BESEM). Participants consisted of 1731 students in Grades 9 - 11 from the 4-H Study of Positive Youth Development in the United States. The use of the CFA, ESEM, BCFA, and BESEM models was expected to provide more insight into the cross-loading and hierarchical structures of school engagement. We found empirical evidence to support the (a) tripartite factor structure of school engagement, (b) existence of cross-loadings and hierarchical structures, (c) measurement invariance across gender (male vs female) and race (European American vs African American), and (d) expected latent means differences by gender.

本研究使用验证性因素分析 (CFA)、探索性结构方程模型 (ESEM)、双因素 CFA (BCFA) 和双因素 ESEM (BESEM) 检验了学校参与工具的多维结构和测量不变性。参与者包括来自美国积极青年发展 4-H 研究的 9-11 年级的 1731 名学生。预计使用 CFA、ESEM、BCFA 和 BESEM 模型可以更深入地了解学校参与的交叉加载和层次结构。我们发现了实证证据来支持（a）学校参与的三方因素结构，（b）交叉负荷和等级结构的存在，（c）跨性别（男性与女性）和种族（欧洲裔美国人与非裔美国人）的测量不变性, 和 (d) 预期的潜在含义因性别而异。