The factor structure of the measure of school engagement ‘Engagement Versus Disaffection with Learning: Teacher Report’ was investigated in the sample of 360 Swedish 6^th graders. Confirmatory factor analyses showed no support for the suggested four-factor structure including behavioural engagement, emotional engagement, behavioural disaffection and emotional disaffection. Exploratory analyses resulted instead in solutions differentiating between indicators of engagement and indicators of emotional problems. A four-factor solution including factors of positive engagement, disengagement, internalized and externalized emotional problems had the best fit. Positive engagement and disengagement factors showed good internal consistency with omega coefficients exceeding 0.95 and are deemed suitable for further use. Several challenges of measuring the complex construct of school engagement are discussed.

^{在 360 瑞典语 6 th}的样本中调查了学校参与度测量“参与度与对学习的不满：教师报告”的因子结构分级机。验证性因素分析显示不支持建议的四因素结构，包括行为参与、情感参与、行为不满和情绪不满。相反，探索性分析产生了区分参与指标和情绪问题指标的解决方案。包括积极参与、脱离接触、内化和外化情绪问题在内的四因素解决方案最适合。积极的参与和脱离因素表现出良好的内部一致性，欧米茄系数超过 0.95，被认为适合进一步使用。讨论了衡量学校参与的复杂结构的几个挑战。