Analysis of Student Involvement: A Developmental Theory for Higher Education Article by Astin - Essay Example

The content theory highlights course curricula and believed that classroom attendance enhanced learning. But it also considerably limited students’ active participation (Docky et al., 2002; Thomas, 2001). The resource theory relied on infrastructure like qualified faculty, technology, hi-tech equipment, extensive learning resources, etc. Individualized learning was eclectic as it promoted the customization of resources for students.

The article gives great insight into the hidden aspects of academia that influence the cognitive development of students. Student involvement broadly describes a student’s physical and psychological energy that he/she puts into his/her academic experience. Astin strongly believed that the traditional theory of development failed to address the critical aspect of learning that focuses on the involvement of students in his/her academic learning. Indeed, the traditional theories stressed variables like course content, resources, etc., the efficacy of which could only be measured to the extent of student involvement with those tools. Astin’s concern is genuine because while gaining knowledge is important, it seriously limited the student’s ability to question the process, and thereby his/her prowess of critical thinking was adversely influenced. To become good learners, students must be encouraged to think critically (Freire, 1997). 

Astin also shows how his Student Involvement theory positively impacts the student’s learning competencies and promotes all-around development. The common construct of theory is based on behavioral manifestations that reveal how the development takes place within the students, resulting in effective learning outcomes. It is a major differentiation element that gives credence to it. It is also the crucial perspective of learning behavior that encourages higher academic achievement (Bowls, 2005). At the same time, it also serves as an effective mechanism to reduce dropout rates, especially in higher education. When students are involved in various activities in their academia, they are inclined to view their stay in academia as a positive event (Astin, 1975).

Most importantly, Astin’s theory of involvement has huge ramifications for academic institutions and developmental psychology. It offers academia huge opportunities to enhance the learning outcomes of students and reduce the dropout rate in higher education. The various mechanisms of student involvement, especially the emphasis on resident learners in higher education, can be judiciously applied within the institutions (Chickering, 1974).

Interestingly, Astin’s research also reveals that students who are part-time employed by the institution show the best academic results. This needs to be researched for effective alternatives because not all students can be employed by the institution to improve learning outcomes. Astin has also de-prioritized the role of motivation in the student but I believe that students need to be motivated to get involved. Therefore, motivation remains the key element that promotes student involvement in various academic activities. Read More