Running head: STUDENT INVOLVEMENT THEORY 1

The Student Involvement Theory: Alexander Astin

Will E. Nimke

Concordia University Ann Arbor

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Abstract

The paper presents the theory of student involvement created by Alexander Astin. The

theory is can be considered a simple concept in a complex environment. It offers thoughts as to

the practical use of the theory. It will also inform you about the origins and future uses of the

theory itself.
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The Student Involvement Theory: Alexander Astin

Since the creation of the higher educational system, faculty and staff have been charged

with preparing students for the workforce. Students have always made up the core of the higher

educational system. Without student attendance, institutions would not be able to keep classroom

doors open. The student involvement theory created by Dr. Alexander Astin has given faculty

and staff members at institutions the knowledge and tools to provide students with the best

education possible. The theory of student involvement is a simple concept, but at a deeper level

becomes much more complex. The theory describes the importance that involvement plays in

student development at an institution. The more institutions are able to keep students involved

within their environment, the more students will to benefit from their educational experience.

This is what all faculty and staff members want for students, to see them get the most out of the

educational experience at institutions of higher learning.

Student Involvement Theory

The theory of student involvement “refers to the amount of physical and psychological

energy that the student devotes to the academic experience” (Astin, 1999, p.518). This means

that a student who puts in more time into his or her studies both physically and mentally will

garner more success than that of a student who applies less time or effort. The more energy that

students put into their educational experience, the more opportunities they will see in the future.

The student involvement theory is based on three elements and five simple postulates.

The three elements of the student involvement theory are input, environment, and

outcomes (Astin, n.d). The component of input are a student’s demographics, background, and

experiences in life. The environment component of student involvement accounts for the

experiences that a student will accrue throughout the course of he or she’s time at an institution.
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The final component, outcome, serves as the knowledge, attitudes, beliefs, and values that a

student will have once they have graduated (Astin, n.d). The five postulates or assumptions that

Dr. Alexander Astin created are that involvement needs an investment of physical and

psychosocial energy. Involvement is measured along a continuum; the energy level that each

student exerted was different. Involvement also can be viewed as both qualitative and

quantitatively. The things a student can gain from participating is directly proportional to how

much they were involved. Finally, the academic performance of a student is correlated to the

involvement that a student invests (Astin, n.d.).

These elements and postulates act as a guide for faculty and staff member to encourage

students to become involved with their own college experience. The theory also “…encourages

educators to focus less on what they do and more on what the student does: how motivated the

student is and how much time and energy the student devotes to the learning process.” (Astin,

1999, p. 522). The theory has close ties with the psychological construct of motivation (Astin,

1999). How can faculty and staff motivate students to become involved in the higher educational

experience?

Practical Uses of Student Involvement

The theory of student involvement not only helps faculty and staff members of an

institution, it helps counselors and student personnel workers. Astin said, “…the most important

application of the student involvement theory to teaching is that it encourages the instructor to

focus less on content and teaching techniques and more on what students are actually doing—

how motivated they are and how much time and energy they are devoting to the learning

process.” (Astin, 1999, p. 526). Astin speaks to the idea that educational instructors put too much
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thought into themselves and not enough into the student. The student is the core of the higher

educational experience.

There are many events and organizations built into the higher educational experience that

creates student involvement. Athletic sporting events are a major part of student life. These

events allow students to build an affinity and passion for their own institution. Another practical

application of student involvement is the student government. The opportunity to be a part of the

student government allows students to develop and maintain bonds that foster an enthusiasm for

their institution. Student government also allows students the ability to gain experiences that will

help them later in life. The more the enthusiasm inside a student burns, the more likely he or she

is going to be involved in the enviroment.

Student Involvement’s Origins and Future

Even with all the studies that have been conducted on the student involvement theory,

there are still many ideas out there that can be further researched. Astin mentioned a few,

assessing different forms of involvement, quality versus quantity, involvement and

developmental outcomes, the role of peer groups, and attribution and locus of control (Astin,

1999). Astin has influenced a generation of individuals who now see student involvement theory

as being a primary key to a student’s success or demise at institutions of higher education. This is

high praise, even for a man who has done so much for the higher educational community.

Dr. Alexander Astin is true explorer into the field of higher education. He is a man who

has change the course of higher education for the better. Students, faculty, and staff members

should be thankful that this man put his lives work into higher education. Astin is the founding

director of the Higher Educational Research Institute and Cooperative Institutional Research

Program (HERI) at the University of California, Los Angeles (Home, n.d).

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Conclusion

The theory of student involvement is a simple concept with complex variables. Astin’s

student involvement theory refers to the energy a student puts into his or her studies. Students

who are involved will succeed more than that of a student who is not involved in the

environment around them. This theory has multiple beneficial components to the higher

educational experiences for student. Faculty and staff member must remember that in order to get

the most out of students they need to focus on the student, not how they actually teach the

material. Astin has proven that over multiple decades the student involvement theory can stand.

Dr. Alexander Astin is a true pioneer in the world of higher educational research.
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References

Astin, A. W. (1999). Student involvement: a developmental theory for higher education. Journal

Of College Student Development, 40(5), 518-529.

Astin. (n.d.). Retrieved October 1, 2016, received from

http://studentdevelopmenttheory.weebly.com/astin.html

Home. (n.d.). Retrieved October 01, 2016, received from http://heri.ucla.edu/people/