This study analyzes the psychometric properties of the engagement to academic tasks (Comp‐TA) questionnaire. Rigorous criteria were considered in its design and validation, such as theoretical review, expert judgment, pilot test, and exploratory and confirmatory factor analysis. The instrument was administered face‐to‐face and in remote modality to a convenience sample of 563 high‐school students from schools in Concepción, Chile. The analyses showed a latent structure with a good fit to the data, consisting of 15 items that underlie the factors of academic engagement: behavioral, cognitive, and affective. The reliability analysis yielded an internal consistency of .92 according to the ordinal alpha. Guidelines for its use to deepen the educational process of high‐school students are argued.