Assessment, including self-assessment, provides a rich scaffolding for the growth and improvement of students. The study evaluated whether there is evidence of development in the three dimensions of student engagement as influenced by self-assessment. Forty-eight students of a private university in the Philippines who were enrolled in a general mathematics course were the participants of the study. The participants underwent a self-assessment scheme by including weekly narrative self-assessment journals, assessment checklists, and student portfolios in the instruction. Levels of student engagement were gauged using a student engagement scale in a pre-test and post-test design. The comparison outcomes showed varying levels of engagement in the affective, cognitive, and behavioral dimensions. Also, the results suggest evidence of the effectiveness of self-assessment in improving student engagement on the three dimensions of engagement. Contents of the student reflections in the study have further proven the usefulness of selfassessment activities in the mathematics learning experience.