Academic Engagement (AE) can explain part of the success of current educational programmes. This observational and prospective study aims to identify the facilitating and hindering psychosocial variables involved in AE. We included achievement goals and academic motivation as facilitating academic variables and perceived stress and social problems as hindering variables. The sample included 603 students who were consecutively recruited in ESO and Baccalaureate in schools in Barcelona. The inclusion criteria for the participants were as follows: to be enrolled in a year from 1st year of ESO to 2nd year of Baccalaureate; to have access to the average mark of the previous year and to complete the questionnaires in full. The following were administered: Utrecht Work Engagement Scale-Student version, Achievement Goal Questionnaire-Revised, Academic Motivation Scale, Perceived Stress Scale and Youth Self Report/11-18. Linear regression analysis shows that the variables involved in the development and maintenance of AE were intrinsic motivation, mastery approach and extrinsic motivation whereas lack of motivation, perceived stress and social issues were hindering variables (R[superscript 2]=0.634; F=98.793; p=0.000). In conclusion, all these variables should be taken into account because they can contribute to academic engagement in students.