Theory: Astin's Theory of Involvement (1985)

Alexander Astin studied how student involvement helps motivate student success. Astin found that "greater degrees of involvement with the programs and activities of the campus influence student satisfaction with college, academic achievement, and persistence toward graduation" (Schlossberg 5). Essentially, the more involved a student is in the community of the college outside of the classroom, the more likely they are to succeed and feel good about their experience. As Resident Advisors we are constantly trying to get students involved but what is involvement? Astin defines involvement as "the amount of physical and psychological energy that the student devotes to the academic experience." This kind of holistic involvement "creates connections between students, faculty and staff that allow individuals to believe in their own personal worth" (Schlossberg 5).

This relates back to Schlossberg's theory of mattering. When a student is involved in the college community they experience the 5 aspects of mattering. Astin's theory helps support the understanding that a positive student experience exists beyond the classroom as well as in the classroom.

"The study of patterns of student involvement and what encourages or discourages that involvement could result in more purposefully designed programs and activities that more effectively promote the quality of community. The concepts of marginality and mattering offer new ways to explore these concerns." (Schlossberg 5) 
See Marginality and Mattering.

Works Cited:
Rendon, Laura I., and Romero Jalomo Jr. "Validating Student Experience and Promoting Progress, Performance, and Persistence through Assessment." (1995).

Schlossberg, Nancy K. "Marginality and mattering: Key issues in building community." New Directions for Student Services 1989.48 (1989): 5-15.

Ward, Kelly, Lois Trautvetter, and Larry Braskamp. "Putting students first: Creating a climate of support and challenge." Journal of College and Character 6.8 (2005).