Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. 
Barbiero, A., Ferrari, P. A., & Manzi, G. (2015). ForImp: Imputation of missing values through a forward imputation algorithm. R Package version 1.0.3. https://CRAN.R-project.org/package=ForImp
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.
Byrne, B. M., & Stewart, S. M. (2006). Teacher's corner: The MACS approach to testing for multigroup invariance of a second-order structure: A walk through the process. Structural Equation Modeling, 13(2), 287-321.
Cangur, S., & Ercan, I. (2015). Comparison of Model Fit Indices Used in Structural Equation Modeling Under Multivariate Normality. Journal of Modern Applied Statistical Methods, 14(1), 152-167.
Chase, P. A, Hilliard, L. J., Geldhof, G. J., Warren, D. J., & Lerner, R. M. (2014). Academic Achievement in the High School Years: The Changing Role of School Engagement. Journal of Youth and Adolescence, 43(6), 884–896. doi:10.1007/s10964-013-0085-4
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51(2), 363-402.
Dolan, R. J. (2002). Emotion, cognition, and behavior. Science, 298(5596), 1191-1194
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Fredricks, J.A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K.A. MFredrioore & L. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring indicators of positive development. New York, NY: Springer Science and Business Media.
Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1-13.
Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424-453.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health. 74(7), 262-273.
Lam, S., & Jimerson, S. (2008). Exploring Student Engagement in School Internationally. The International School Psychology Survey: Data from Austria, Romania, China, Portugal, and Canada. In XXX ISPA Conference: School Psychology in a Changing Society. Utrecht: University College Utrecht, 8-13, July.
Lam, S., Jimerson, S., Wong, B. H., Kikas, E., Shin, H., Veiga, F. H., & ... Zollneritsch, J. (2014). Understanding and Measuring Student Engagement in School: The Results of an International Study from 12 Countries. School Psychology Quarterly, 29(2), 213-232.
Lietaert, S., Roorda, D., Laevers, F., Verschueren, K, & De Fraine, B. (2015). The gender gap in student engagement: The role of teacher’s autonomy support, structure, and involvement. British Journal of Educational Psychology, 85, 498-518.
Marks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.
Martin, A.J. (2003). The Student Motivation Scale: Further testing of an instrument that measures school students’ motivation. Australian Journal of Education, 47, 88-106.
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413-440.
Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58, 525-543.
Moreira, P.A., Dias, A., & Oliveira, J. (2018). School effects on students’ engagement with school: academic performance moderates the effect of school support for learning on students’ engagement. Manuscript submitted for publication.
Moreira, P. A., Dias, P., Vaz, F. M., & Vaz, J. M. (2013). Predictors of academic performance and school engagement—Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches. Learning and Individual Differences, 24, 117-125.
Moreira, P. A., Vaz, F., Dias, P. C., & Petracchi, P. (2009). Psychometric properties of the Portuguese version of the Student Engagement Instrument. Canadian Journal of School Psychology, 24(4), 303-317.
National Center for School Engagement (NCSE). (2006). Quantifying School Engagement: Research Report.
Norris, C., Pignal, J., & Lipps, G. (2003). Measuring school engagement. Education Quarterly Review, 9(2), 25-34.
Organization for Economic Co-operation and Development (OECD). (2002). Reading for change: performance and engagement across countries: Results from PISA 2000. OECD, Paris.
R Core Team (2017). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.
Rodríguez, J. L., & Boutakidis, I. P. (2014). The Association Between School Engagement and Achievement Across Three Generations of Mexican American Students. Association of Mexican American Educators Journal, 7(1), 5-16.
Roseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36.
Schmitt, N., & Kuljanin, G. (2008). Measurement invariance: Review of practice and implications. Human Resource Management Review, 18(4), 210-222.
Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3rd ed.). New York: Routledge.
Shoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths, subjective well-being, and school adjustment. Journal of Happiness Studies, 14(4), 1163-1181.
Simons-Morton, B., & Chen, R. (2009). Peer and Parent Inluences on School Engagement among Early Adolescents. Youth & Society, 4(1), 3-25.
Veiga, F.H. (2012). Proposal to the PISA of a new scale of Students’ Engagement in School. Procedia. Social and Behavioral Sciences, 46, 1224 – 1231.
Virtanen, T.E., Moreira, P.A.S., Ulvseth, H., Andersson, H., Tetler, S., & Kuorelahti, M. (2017). Analyzing measurement invariance of The Students’ Engagement Instrument Brief version – The cases of Denmark, Finland, and Portugal. Canadian Journal of School Psychology. Advance online publication. DOI: 10.1177/0829573517699333
Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.
Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737.