  Citation: Maamin, M.; Maat, S.M.; H. Iksan, Z. The Inﬂuence of Student Engagement on Mathematical Achievement among Secondary School Students. Mathematics 2022, 10, 41. https://doi.org/10.3390/ math10010041 Academic Editor: David Pugalee Received: 3 December 2021 Accepted: 21 December 2021 Published: 23 December 2021 Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional afﬁl- iations. Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). mathematics Article The Inﬂuence of Student Engagement on Mathematical Achievement among Secondary School Students Martina Maamin 1 , Siti Mistima Maat 2, * and Zanaton H. Iksan 3 1 Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia; martinamaamin@gmail.com 2 Research Centre of Teaching and Learning Innovation, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia 3 Research Centre of STEM Enculturation, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia; zanaton.iksan@ukm.edu.my * Correspondence: sitimistima@ukm.edu.my Abstract: Student engagement is a multidimensional construct that predicts learning performance. However, student engagement receives limited attention, especially in mathematics. Thus, this study conducts a survey to determine the inﬂuence of student engagement on mathematical achievement. Stratiﬁed random sampling was employed to select secondary school students (n = 1000). Ques- tionnaires and end-of-year examination grades were collected as data on student engagement and respective mathematics achievement. The ﬁndings indicate that there is a signiﬁcant relationship between cognitive engagement, affective engagement, behavioural engagement, and mathematical achievement. The results of multiple linear regression analysis show that affective engagement is the largest predictor of mathematical achievement (β = 0.743, p < 0.001), followed by behavioural engagement (β = 0.585, p < 0.001), and cognitive engagement (β = -0.375, p < 0.01). This suggests that policymakers should formulate a curriculum that enables the improvement of affective and be- havioural engagement. Furthermore, this study recommends that school administrators and teachers plan and implement activities that stimulate such engagement. Keywords: mathematics achievement; affective engagement; cognitive engagement; behavioural engagement; student engagement 1. Introduction The issue of student mathematics achievement has been on the international agenda [1–3] for many years [4–6]. Examples of mathematical achievement issues can be seen in stu- dent achievement in international assessment, such as in the Programme for International Student Assessment (PISA), a topic of discussion among researchers for much of the 21st century [7–9]. Many studies have focused on identifying the factors that cause math- ematical achievement problems [10–12]. Previous studies have reported the factors that inﬂuence student academic achievement as being student factors [13–15], teacher fac- tors [16–18], family factors [19–21], and school factors [22,23]. Although many factors inﬂuence mathematics achievement, previous studies have focused more on student factors in dealing with this problem, especially studies originating from Association of Southeast Asian Nations (ASEAN) countries [24]. The student factors identiﬁed as inﬂuencing mathematical achievement are demogra- phy, gender, attitude, knowledge, and student engagement [24]. Student engagement is a multidimensional construct, often associated with academic achievement predictors [15,25]. Based on the previous literature review, research gaps still exist in terms of student engage- ment and related academic achievement. First, most studies only examine student achieve- ment as a whole, without focusing on mathematics subjects [26–28]. Second, most studies do not focus simultaneously on student engagement from the cognitive, behavioural, and affective dimensions [29,30]. Third, most studies focus on student engagement in institutions of higher learning [31,32], especially in Malaysia [33]. Mathematics 2022, 10, 41. https://doi.org/10.3390/math10010041 https://www.mdpi.com/journal/mathematics