The Value Of Student Engagement

Gunuc, 2014 explains that higher education culture varies in other education level, especially the context of campus or social life. Gunuc, 2013 also observed that the campus itself and campus activities have indirect effects on students especially in higher education. According to Blimling, 1993; Chickering, 1975; Gunuc and Kuzu, 2014; Pike and kuh, 2005; Terenzini et al., 1996 reveals that concepts as giving value to campus, sense of belonging and particiaption in campus activities are considered as to be important parts of student engagement. In this respect, Willms (2003) defines engagement as students' sense of belonging, accepting the value of school and active particiapation in campus activities. According to Goodenow (1992), sense of
Gunuc & Kuzu (2014); Fredricks et al. (2004) cognitive engagement refers to students who invest in their own learning, who accordingly determine their needs and who enjoy the mental difficulties. Emotional Engagement involves students’ responses to the teacher, peers, course content and to the class which all include attitudes, interest and values (Bryson & Hand, 2007; Gunuc & Kuzu, 2014). Behavioral engagement includes students’ participation in academic, their efforts, their attendance in classes and their participation in class (Gunuc & Kuzu
2008) stated that emotional engagement, emotional support, positive emotions increased participation in activities or behavioral engagement. According to Clore (1994) and Fredrickson (2001), positive emotions were finding important to maintain the behavior and action. Aspinwall (1998) stated that positive emotions does not only contributed behavioral context but also in cognitive context. On the other hand, Li and Lerner (2013) revealed that behavioral engagement had influence on cognitive engagement. Similarly, emotional and behavioral engagement is consider as a prerequisite to cognitive engagement (Gibbs & Poskitt, 2010). In addition to this studies conducted by Li & Lerner, 2013; Skinner et al. 2008. Fredricks et al. (2004) stated that the cognitive, emotional and behavioral was not study together in many studies therefore; examining these engagements dimensions together is important. In this respect, (Furrer & Skinner, 2003; Patrick et al. 1993; Ryan et al. 1994; Skinner & Belmont, 1993) found that in-related literature mostly behavioral and emotional engagements were