Alexander Astin's Theory of Involvement
Theory Overview
Alexander Astin's 1985 theory of Student Involvement explains how desirable outcome for institutions of higher education are viewed in relation to how students change and develop in result to being involved co-curricularly. The core concepts of the theory are composed of three elements. The first, a student's "inputs" such as their demographics, their background, and any previous experiences. The second is the student's "environment", which accounts for all of the experiences a student would have during college. Lastly, there are "outcomes" which cover a student's characteristics, knowledge, attitudes, beliefs, and values that exist after a student has graduated college.
Astin also created five basic assumptions about involvement. He argues that involvement requires an investment of psychosocial and physical energy. Secondly, involvement is continuous, and that the amount of energy invested varies from student to student. Thirdly, aspects of involvement may be qualitative and quantitative. Next, what a student gains from being involved (or their development) is directly proportional the the extent to which were involved (in both aspects of quality and quantity). Lastly, academic performance is correlated with the student involvement. This theory has many applications in the world of higher education, and is one of the strongest pieces of evidence for co-curricular student involvement. (Student Development Theory, 2007)
Furthermore, researchers have continued to study this correlation with similar results. Student involvement in co-curricular activities such as student organizations, leadership positions, and activity in campus residence halls has a positive correlation with retention and academics (Kuh and Pike, 2005). Because of the positive aspects of co-curricular involvement, universities have been encouraging students to become involved.
Astin also created five basic assumptions about involvement. He argues that involvement requires an investment of psychosocial and physical energy. Secondly, involvement is continuous, and that the amount of energy invested varies from student to student. Thirdly, aspects of involvement may be qualitative and quantitative. Next, what a student gains from being involved (or their development) is directly proportional the the extent to which were involved (in both aspects of quality and quantity). Lastly, academic performance is correlated with the student involvement. This theory has many applications in the world of higher education, and is one of the strongest pieces of evidence for co-curricular student involvement. (Student Development Theory, 2007)
Furthermore, researchers have continued to study this correlation with similar results. Student involvement in co-curricular activities such as student organizations, leadership positions, and activity in campus residence halls has a positive correlation with retention and academics (Kuh and Pike, 2005). Because of the positive aspects of co-curricular involvement, universities have been encouraging students to become involved.