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Astin, A. W. (July 1984) - Student Involvement: A Developmental Theory For Higher Education. California

Astin's theory of student involvement proposes that students develop through involvement in co-curricular activities. The theory has three core concepts: inputs describe a student's background; environment encompasses all college experiences; and outcomes cover post-graduation knowledge, attitudes, and values. Astin also defined five postulates about involvement, including that it requires psychosocial and physical energy, varies between students, and is related to academic performance. The theory provides support for the benefits of co-curricular involvement in higher education.

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3K views1 page

Astin, A. W. (July 1984) - Student Involvement: A Developmental Theory For Higher Education. California

Astin's theory of student involvement proposes that students develop through involvement in co-curricular activities. The theory has three core concepts: inputs describe a student's background; environment encompasses all college experiences; and outcomes cover post-graduation knowledge, attitudes, and values. Astin also defined five postulates about involvement, including that it requires psychosocial and physical energy, varies between students, and is related to academic performance. The theory provides support for the benefits of co-curricular involvement in higher education.

Uploaded by

Nikol Nidea
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Astin, A. W. (July 1984).

Student Involvement: A Developmental Theory for


Higher Education. California.

Astin's theory of Student Involvement explains how being students that are
involved co-curricularly change and develop which in relation is a desirable
product for higher education institutions. Astins theory had three elements for
its core concepts. The first one, the inputs of students such as their
background and any latter experiences. The second is the environment where
the student is, which is identified as all the experiences a student has had or
would have during college years. Lastly, there are outcomes which cover a
student's knowledge, attitudes, beliefs, and values that exist after a student
graduates

in

college.

Astin also created five basic postulates 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.

Students exert different amounts of

involvement in various areas of learning. Thirdly, aspects of involvement may


be quantitative and qualitative. Quantitative, being a quantifiable variable that
a student gives out. (E.g. how many hours does a student spends on
studying). Qualitatively, in the sense that what does the student do with that
variable. Lastly, student involvement is relational to academic performance.
This theory has many various applications in the world of higher education,
and is one of the pioneering piece of evidences for co-curricular student
involvement.

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