LAUSR

This study focuses on the adaptation and psychometric validation of the Spanish versions of the Agentic Engagement Scale (AES) and the Enlarged Version of the Agentic Engagement Scale (EVAES) in Spanish undergraduate students. Agentic engagement, denoting the educational insights provided by students during classroom instruction, has garnered attention for its potential impact on teaching and learning. Reeve initially developed the AES in 2013, which Mameli and Passini extended from 5 to 10 items in 2019 to create the EVAES. In a sample of 278 undergraduate students, this study thoroughly examined various psychometric properties, including item response distribution, factor structure, internal consistency, test–retest reliability, and validity evidence. The results consistently demonstrated high item-total correlations, a one-factor structure, good internal consistency, and satisfactory test–retest reliability for both scales. Additionally, the study established validity evidence through positive and significant correlations between agentic engagement and academic engagement, as well as with personality traits such as extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. In conclusion, the Spanish versions of the AES and EVAES emerge as promising tools for assessing agentic engagement among Spanish-speaking undergraduate students, offering valuable insights into their active participation and contributions to the instructional process.