Low academic engagement is a global problem. This study aimed to determine the significance of student self-efficacy, classroom environment, and teacher professional attitude as determinants of academic engagement in araling panlipunan. Utilizing descriptive-correlational design, involving 186 samples selected via stratified random sampling, and applying regression method in analysing data, it was revealed that predictive variables significantly influence (31.2%) academic engagement. However, among them, only self–efficacy and teacher professional attitude found to be significant predictors partially affirming the social cognitive theory. Replication may be conducted in different locale using other variables not covered in the study to account the remaining 68.8% variance in academic engagement. Schools may create environment that promotes strong self-efficacy and positive professional attitude aligned to SDG #4.