Examining the Relationship Between Student Engagement and Campus Climate: A Case in Turkey

Abstract

Several variables have been examined in relation to student engagement at universities in the past decades. However, the number of studies conducted especially with larger groups of participants to examine certain variables such as gender, accommodation, transportation to campus, and reasons for university choice is limited. In addition, there is almost no such research carried out in the context of the Turkish society. The study aimed to examine the relationship between student engagement and campus climate with a large group of participants from all over Turkey. The study was carried out using the survey research design. The research sample covered all the geographical regions in Turkey. The sample included 7,802 students in total. In the study, the Demographic Variable Form, Student Engagement Scale, and Campus Climate Checklist were used as the measurement tools. Finally, a significant correlation was found between the university campus climate and student engagement.

Correlates of dormitory satisfaction and differences involving social density and room locations

“…Still, however, female students were found to be more satisfied with their social relations than their male counterparts. Thus, present results suggest that although women may be more sensitive to physical factors within their surroundings, and report lower satisfaction than men, they tend to be more satisfied with their social relationships, in congruence with past studies across cultures indicating that women, relative to men, are more likely to have relational self-construals emphasizing interpersonal ties (Gabriel & Gardner, 1999 ; Günüç et al, 2022 ; Imamoğlu, 2003 ).…”

Examining the Relationships between Student Engagement, Campus Facilities, and Technology Integration among Elementary Teacher Candidates

“…A high score produced by the scale signifies a high level of student engagement, meaning that the students have high levels of campus engagement and class engagement. In contrast, a low score obtained from the scale means that the participants have a low level of campus engagement and class engagement, which is likely to result in disengagement (Gunuc et al, 2022). As seen in Table 1, the SES and STIP reliability coefficients for the research data collected at all the universities were higher than the accepted level of .70.…”

“…Astin (1999) points out that students' active participation in the process could be achieved by encouraging their participation in out-of-class activities and their interaction with faculty members and other staff. Tinto (1993) states that not only the failure to meet students' expectations from the institution but also the probable problems to be experienced by students in relation to the institution could cause them to drop out of school (Gunuc, 2013;Gunuc et al, 2022). Gunuc (2013) explains student engagement with his Campus-Class-Technology theory and states that effective inclusion of factors in the process as the campus, class and technology will increase students' engagement and will eventually increase their achievements.…”

Student Engagement Variations across Institutions and Disciplines: Findings from Azerbaijan

“…Institutional variables, such as mission, structure, size, institutional governance and culture, leadership, selectivity, students living on campus, emphasis on graduate education, and the amount of investment made in institutional development, are associated with student engagement and student learning outcomes (Kezar & Kinzie, 2006;Kuh et al, 2008;McCormick et al, 2013;Mayhew et al, 2016;Pike et al, 2006;. In more recent research, Gunuc et al (2022), by analysing the data from 26 universities across Turkiye, concluded that campus climate significantly impacts student engagement. In this study, the campus climate was measured in terms of physical facilities of the campus, campus life, social facilities, entertainment facilities and student clubs or communities.…”