The aim of this study was to explore the relationship between student engagement, critical thinking disposition, and creative self-concept. Participants were 569 Spanish undergraduates (52.7% female, 46.9% male, and 0.4% non-binary) aged between 19 and 37 years (M = 21.90, SD = 1.61). They were currently in the final year of a degree program in either social and legal sciences (71.6%) or engineering and architecture (28.4%). Behavioral, cognitive, and socio-affective engagement were found to be positively related with a stronger critical thinking disposition. In addition, cognitive engagement and behavioral facets of engagement connected with deep learning were associated with student creative self-concept. Notably, gender differences emerged, with men reporting higher creative self-concept compared to women. These results emphasize the need to examine how different facets of engagement contribute to various aspects of students’ development. In terms of practical implications, we conclude that a model of student engagement that takes into account its behavioral, socio-affective, and cognitive dimensions could help educational institutions to become more effective in promoting their students’ academic and professional development.
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