Student Involvement Theory Research Articles

Reducing the Gap: A Phenomenological Study of Student-Faculty Interaction Experiences of International Students in Korea

This phenomenological study explored lived experiences of student-faculty interactions of undergraduate international students in Korea, in a higher education context where direct contacts between professors and students are infrequent. Guided by Astin’s theory of student involvement, the study investigated students’ experiences of direct interaction with faculty members, inside and outside the classroom. Seventeen foreign students participated in semi-structured interviews, during which they shared experiences, recollections, and perceptions of direct interactions with professors. Participants explained how certain factors, such as professor demographics, language proficiency or means of instruction, influenced the quality and frequency of interactions. They also expressed a clear desire to reduce the distance with faculty and connect beyond course-related content. Through the lens of Astin’s I-E-O model, findings reveal how the Korean higher education environment, including professor demographics, means of instruction, language, and power dynamics, have the most impact on student-faculty interaction experiences for international students. Such results address a gap in the literature and may inform administrators and faculty efforts towards genuine internationalization of Korean higher education, of which international student recruitment is a crucial element.

Extra-curricular activities in secondary schools of Nepal: A survey study

This research explored the extra-curricular activities (ECA) in the secondary schools in Nawalparasi (Bardaghat-Susta East), District of Nepal. The research questions of this study incorporate stakeholders’ (head teachers and secondary level teachers) perceptions, existing practices, problems, and remedial measures regarding practice of ECA in secondary schools. The study is guided by Alexander (1999)’s student involvement theory and Vygotsky’s socio-cultural theory of learning. The study population included 239 secondary level teachers and 78 head teachers from Nawalparasi (Bardaghat-Susta East)’s 78 public secondary schools. The sample was chosen using a simple random sampling method with a lottery. The study’s samples included 150 secondary level teachers and 66 head teachers. This study was guided by post-positivist paradigmatic assumptions and was designed quantitatively. Data were collected using the survey method. A structured questionnaire was administered to secondary level teachers and head teachers to collect data. After collecting the data, it was entered into SPSS and analyzed using descriptive statistics–frequencies, percentages, mean and standard deviation, and inferential statistics with a non-parametric Chi-square test. The results of the five-point likert scale converted trichotomize scale and closed-ended questionnaires and revealed that teachers have a high level of awareness of ECA knowledge, its importance, and implementation. This study found that head teachers and secondary level teachers involved students in different extra-curricular and social activities to successfully complete school education, as Astin’s and Vygotsky’s theory explained. The practices towards ECAs were stated by Ministry of Education’s national education system plan (MoE, 1971) as an integral part of the school program in which participation would be compulsory for teachers and students and hence found compatible with the policy. In almost all cases, the responses of secondary level teachers and head teachers are nearly identical. As a result, head teachers and secondary level teachers, practiced and implemented ECAs to make them relevant and necessary for students’ educational achievement.

Extra-Curricular Activities in Secondary Schools of Nepal: A Survey Study

This research explored the extra-curricular activities (ECA) in the secondary schools in Nawalparasi (Bardaghat-Susta East), district of Nepal. The research questions of this study incorporate stakeholders' (headteachers and secondary level teachers) perceptions, existing practices, problems, and remedial measures regarding practice of extra-curricular activities in secondary schools. The study is guided by Alexander (1999)'s student involvement theory and Vygotsky's socio-cultural theory of learning. The study population included 239 secondary level teachers and 78 head teachers from Nawalparasi (Bardaghat-Susta East)'s 78 public secondary schools. The sample was chosen using a simple random sampling method with a lottery. The study's samples included 150 secondary level teachers and 66 head teachers. This study was guided by post-positivist paradigmatic assumptions and was designed quantitatively. Data were collected using the survey method. A structured questionnaire was administered to secondary level teachers and headteachers to collect data. After collecting the data, it was entered into SPSS and analyzed using descriptive statistics--frequencies, percentages, mean and standard deviation, and inferential statistics with a non-parametric Chi-square test. The results of the five-point likert scale converted trichotomize scale and closed-ended questionnaires and revealed that teachers have a high level of awareness of ECA knowledge, its importance, and implementation. This study found that headteachers and secondary level teachers involved students in different extra-curricular and social activities to successfully complete school education, as Astin's and Vygotsky's theory explained. The practices towards ECAs were stated by NESP (1971) as an integral part of the school program in which participation would be compulsory for teachers and students and hence found compatible with the policy. In almost all cases, the responses of secondary level teachers and head teachers are nearly identical. As a result, headteachers and secondary level teachers, practiced and implemented ECAs to make them relevant and necessary for students' educational achievement.

How do fan engagement and sport participation influence adaptation to campus and life satisfaction? A Comparison between American domestic and Asian international students

The purpose of this study was to examine and compare the relationship among fan engagement and sport participation, adaptation to campus, and life satisfaction between American domestic and Asian international students. A total of 485 domestic and 295 international students (domestic = 62.2%) from a large, Midwestern university were included as the sample. Structural equation modeling (SEM) was used to analyze the data. Overall, it was found that fan engagement in collegiate sport (psychological and behavioral) and campus sport participation (behavioral) helped both domestic and international students facilitate their four school adaptation dimensions (academic, social, emotional, and institutional) and experience higher life satisfaction. However, there were different effects of fan engagement and sport participation between the two student groups. This research can contribute to Astin’s student involvement theory and leisure coping strategies and provide guidance for athletic departments, campus recreation, and university administration in serving various needs of student populations.

Personal Factors and Clinical Learning Environment as Predictors of Nursing Students' Readiness for Practice: A Structural Equation Modeling Analysis

It is essential to ensure the readiness for practice among undergraduate nursing studentssince the purpose of such education is to cultivate competent nurses who deliver high-quality and safe nursing. Astin's theory of student involvement suggests that this is affected by their personal factors and learning environment. We conducted a cross-sectional study between November 16, 2020 and December 21, 2020 which examined personal factors and aspects of the clinical learning environment among senior nursing students (n=838) enrolled across 54 nursing schools in Korea. The participants were asked to fill out a self-administered online survey, which assessed demographic characteristics, self-esteem, depression, work-life balance, clinical learning environment, anxiety during clinical practicum, and readiness for practice. Readiness for practice was measured using the Casey-Fink Readiness for practice survey. We used structural equational modeling to test our hypothetical model. The nursing students' readiness for practice was significantly affected by their self-esteem, work-life balance satisfaction, and clinical learning environment. Anxiety during clinical practicum directly influenced their readiness for practice. Increasing self-esteem and work-life balance satisfaction, and improving their clinical learning environment by providing sufficient educational and clinical support, could help facilitate the transition from nursing schools to real-world practice for nursing students.

Supporting the integration of first-year undergraduate widening participation sport students into university: the role of online programme induction

Programme induction activities are a central feature for supporting successful student entry into university, playing an important role in ensuring they quickly settle, feel included, are motivated to learn and able to form new friendships and networks with peers and staff. Research shows how entering university can be complex and challenging for all students regardless of background and experience. This is particularly the case for widening participation students, who often encounter excessive social exclusion and financial pressures. By using Student Involvement Theory (Astin in J Coll Stud Pers 25:297–308, 1984) as a guiding theoretical framework and peer mentors as interviewees, the primary aim of this study was to explore the effectiveness of an exclusively online programme induction in supporting the integration of newly arrived first-year widening participation sports students into a post-92 British university. The key study finding was that online induction was more successful in gaining academic than social engagement. Participants devoted time and effort into their studies but had limited social involvement with other students, both from their programme and the wider university community. Practical implications for developing future online induction programme schedules to better support the transition of diverse student populations into university are presented, as are future research avenues and limitations.

The influence of academic engagement on academic performance of university accounting students in Ghana

An essential component of every university’s desired outcome is producing successful students with advanced academic and cognitive learning skills. However, this goal might be compromised and, in some extreme cases, not attained due to circumstances encountered in the university education process. In an attempt to determine some of the factors that affect academic performance in the university amid the ever-increasing needs of students, this study ascertains the academic engagement levels of university accounting students in Ghana and the relationship between academic engagement (Vigour, Dedication and Absorption) and academic performance measured by students’ perceived academic performance and Grade Point Average (GPA). Utilising a quantitative research approach with questionnaires as the primary research instrument, data were collected from 215 university students and analysed using a hierarchical regression technique. The analyses showed that accounting students score high on Dedication rather than Vigour and Absorption in terms of academic engagement. Additionally, results indicated that older accounting students academically perform better than their younger counterparts. Furthermore, academic engagement was found to affect students’ academic performance but with much emphasis on students’ Dedication to studying accounting. The study’s findings in consonance with the student involvement theory assert that amid the claim that the accounting programme is challenging for most students, students’ performance can be improved. This is achievable if students intently develop the drive to study in addition to the efforts of educators to improve accounting education.

“I Have Grown”: A Case Study of Student-Athlete Career Development at Clemson University


 Student-athletes are burdened with demands, expectations, and stressors that pose challenges to their personal development, rendering many student-athletes ill-prepared for career choices outside the sports milieu. Internships are vital to the skill development for all students. Clemson’s University Professional Internship and Co-op Program (UPIC) offers on-campus internship opportunities for qualifying students. Informed by student involvement theory (Astin, 1984), the purpose of this case study was to examine Clemson student-athlete’s perceptions of participating in the UPIC program. Although the student-athletes experienced challenges during their internships, the data revealed that the internship was instrumental in the professional development of the participants, specifically in the areas of communication, collaboration, and work ethic. Overall, 88.89% of student-athletes felt their internship was very relevant to their career goals. This case study provides an example of cross-campus collaborative programming that assisted in the career development of student-athletes and should be implemented at other colleges and universities.

Innovations of materials for student engagement in online environment: An ontology

Student engagement is a primary driver related to the student experience that influences student performance in online environment. It is considered to be one of the better predictors of student learning ensuring the consistency in learning activities, and a major component in effective online teaching. However, different and confusing definitions of student engagement in online environments are proposed. Moreover, there are no studies providing a comprehensive and thorough review of how student engagement is defined, captured and measured. This paper aims to specify and develop a model comprising student engagement in an online context. The proposed model is four dimensions (behavioral, cognitive, social and emotional) that is grounded in three theories: 1. Astin's Student Involvement theory, 2. Kahn’s employee engagement research and 3. Garisson’ Social Presence theory. This model can be used as a reference to help educational institutions to improve student performance and learning quality.

Programmatic Involvement and Emerging Educational Outcomes: An Exploratory Study

Preparing students in school-based agricultural education (SBAE) to respond to emerging challenges impacting – and being impacted by – agriculture, food, and natural resource systems (e.g., climate change, water scarcity, soil degradation) is essential. Therefore, student involvement in SBAE was investigated in relation to metacognition, problem-solving abilities, and systems thinking, three educational outcomes deemed "emerging" due to their necessity in addressing complex problems. Overall, results from this investigation suggest involvement in SBAE is related to higher levels of metacognition, problem-solving ability, and systems thinking when compared to no involvement. However, when comparing more advanced levels of involvement (e. g., participating in state or national level FFA contests) to foundational involvement (e.g., participating in local/chapter level FFA contests), advanced involvement did not consistently relate to increased attainment of the emerging educational outcomes. In congruence with the Theory of Student Involvement, recommendations for practice and research are highlighted. Principal among the recommendations is a call for educators to invest resources to encourage a broader range of students to be involved in SBAE at more foundational levels rather than investing resources in the advanced involvement of a select few students.

Student‐Athletes Performing Community Service: Examination of Community Service Motivation and Athletic Department Involvement

ObjectiveFor this study, we seek to examine how student‐athletes’ community service is influenced by (a) their university's athletic department and (b) student‐athlete demographics. This was examined from the theoretical lens of student involvement theory (SIT).MethodsData were collected from active student‐athletes at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions via an electronic survey, which collected information on community service frequency, motivations to volunteer, and athletic department involvement.ResultsStudent‐athletes were found to perform more community service during their upperclassmen years, if they had performed community service as punishment previously in college, and if they independently chose their community service activity instead of the athletic department.ConclusionsThese findings highlight both confirmation and rejection of SIT. First, results confirm SIT's belief that students will pursue more academically related activities if they choose the activity (i.e., choosing community service venue). Contrarily, findings related to punishment reject the tenets of SIT, highlighting that athletic departments forcing of student‐athletes to participate in an activity may be beneficial for their academic development.

Student Leadership and Development: A Panoramic View of Trends and Possibilities

The millennium age of educational leadership opens a new perspective towards student leadership (Black et al., 2014). The idea of student leadership in the 21st century has risen (Adams & Velarde, 2018), the call for student leadership gaining in momentum, as various enhanced leadership models and trends are developed for students (Tan & Adams 2018; Tie, 2012). Scholars argue that students’ leadership development should be a priority to assist students to form a strong leadership identity at an early stage (Adams, Kamarudin, & Tan, 2018; Amirianzadeh, 2012; Keselman et al., 2015; Simonsen et al., 2014; Villarreal et al., 2018). There are still lingering doubts over the leadership competencies of student leaders. As leaders of tomorrow; it is imperative they grasp an understanding of the many leadership styles, know the leadership models and exposed to leadership development programs that enables them to increase their knowledge, competence, skills and capabilities as leaders. Student leadership development is now the responsibility of all members of the learning community (Dugan & Komives, 2007) and schools have a responsibility to prepare students to lead (Adams, Kamarudin, & Tan, 2018). However, there is little research regarding student leadership and leadership development models (Wisner, 2011). Astin’s (1977) decades of research on student leadership may have sparked initial discussions. Astin’s introduction of the Student Involvement Theory and subsequently developing three important models of student leadership; namely the College Impact Model, the Social Change Model, and the Transformative Leadership Model serves as a guide for other research on understanding student qualities and characteristics and the nature of the educational environment students experience (Astin, 1991), students’ leadership development (Astin et al., 1996), and to transform a campus to a leadership environment (Astin & Astin, 2000). Subsequently, the Student Leadership Challenge Model was developed by Kouzes and Posner (2003) highlighting common practices of exemplary student leadership and how they influence others “a desire to make something happen, to change the way things are, to create something that no one has ever created before” (p. 15). Amirianzadeh, Jaafari, Ghourchian and Jowkar (2010) combined both Astin’s et al (1996) and Kouzes and Posner (2003) work to develop the Student Leadership Competencies Model. The model looks at the effects of students’ involvement, environment, attitudes and behaviour as important variables in student leadership competencies development. A more contemporary theory of student leadership emerged in Amirianzadeh’s (2012) Hexagon Theory of Student Leadership. This theory was built upon empirical student leadership research over the past two decades. The theory advocates that student leadership develops from education, training and development through the individual himself and their social environment, thus this model enables the students to function within these dimensions as a leader. Interestingly, Bolman and Deal’s (1997) Four-Frame Model, one of the best-known theories of leadership and management (Bush, 2011) remains relatively unexplored in the area of student leadership (Tan & Adams, 2018). A notable observation is that most student leadership literature comes from the researchers’ perspective rather the student’s perspective (Dempster & Lizzio, 2007). While it’s important to understand the various models of student leadership as the development of leadership training and development programmes will enhance` students’ leadership effectiveness (Adams, 2018; Wisner, 2011), the true voices of the students are outweighed by the voices of researchers (Aminitehrani, 2017). This has become all the more apparent especially among students with disability where research on student leadership among students with disability is yet to be uncovered worldwide (Chapman, Ainscow, Miles, & West, 2011). While researchers come up with various models of student leadership and educators wax eloquently about the importance of developing student leaders, these remain theories until they are applied practically in leadership development programmes for students. There is a need for more research on student leadership, factors that inhibit its effectiveness and the challenges encountered, in order to develop leadership programs for students to have the added competencies that the 21st century demands.

Sport Club Participation and Health-Related Outcomes in College Students: Comparisons by Sex and Academic Classification

Using the theory of student involvement, the purpose of this study was to compare sport club participation and health-related outcomes, as well as the association between these two variables by sex and academic classification among college students. Participants were 127 sport club members recruited from a university in the southwestern United States. MANOVA analyses indicated that males reported more recreation center visits, greater sport club satisfaction, and lower subjective vitality than females; freshmen reported more recreation center visits and higher grade point averages (GPAs) than nonfreshmen. Canonical correlation analyses revealed that sport club satisfaction was positively related to GPA and subjective vitality, and sport club memberships were positively related to body mass index in the overall sample. Group differences were found in the direction and magnitude of these relationships. Thus, campus recreation professionals should consider sex and freshman status of sport club participants to target their diverse needs for optimal health-related outcomes.

College Connectedness: The Student Perspective

Connectedness and integration are essential elements of student satisfaction, academic success, and retention. Despite its importance in the lives of college students, research on connectedness has approached the concept from definitional perspectives other than those of students. This multi-study explores connectedness from the student perspective while drawing from social identity theory and student involvement theory. In Study 1, students described their experiences and perceptions of connectedness in focus groups. Study 2 built on the qualitative findings of Study 1 and empirically tested connectedness as defined by the students. Results of the study indicate the need for a student definition of connectedness and provide practical suggestions for those in higher education.Keywords: connectedness, social identity theory, student involvement theory, instrument design, higher education

The Development of a Structural Equation Model to Demonstrate the Correlations Between Marijuana Use and Involvement

ABSTRACTThis quantitative study examined the effects of marijuana on academic and social involvement in undergraduates using a structural equation model. The study was conducted at a midsized comprehensive community college in the Midwest and was guided by Astin’s (1985) theory of student involvement. A survey link was e-mailed to all 4,527 eligible students at the college, and 573 students participated in the study. Of the 573 students, 194 identified as users of marijuana and were used as the primary basis of the study. The data from the survey were used in a structural equation model to determine correlations between academic and social involvement and marijuana use. The overall results of the study showed no significant correlation between marijuana use and academic and social involvement.

Benefits of Collegiate Recreational Sports Participation: Results from the 2013 NASPA Assessment and Knowledge Consortium Study

This study reports the results from the 2013 National Association of Student Personnel Administrators (NASPA) Assessment and Knowledge Consortium. Students ( N = 33,522) from 38 different colleges and universities across the United States completed the Recreation and Wellness Benchmark instrument. Using Astin's Theory of Student Involvement (1984), this study sought to determine if there were significant differences between different depth and breadth levels of participants' campus recreational sports involvement/participation on student retention, health and wellness, and student learning outcomes. Heavy Users placed significantly more importance on campus recreational sports facilities and programs when deciding to continue at their college/university, and felt they had increased or improved every health and wellness and student learning outcome from their participation in campus recreation significantly more when compared with Moderate, Light, and Non-Users. Findings from this nationwide study demonstrate the value of collegiate recreation to the college and university experience.

Student Engagement: Developing a Conceptual Framework and Survey Instrument

Student engagement is considered to be among the better predictors of learning, yet there is growing concern that there is no consensus on the conceptual foundation. The authors propose a conceptualization of student engagement grounded in A. W. Astin's (1984) Student Involvement Theory and W. A. Kahn's (1990) employee engagement research where student engagement is built on four components: emotional engagement, physical engagement, cognitive engagement in class, and cognitive engagement out of class. Using this framework the authors develop and psychometrically test a student engagement survey that can be used by researchers to advance engagement theory and by business schools to monitor continuous improvement.

Blended Learning Web Tool Usage among Accounting Students: A Malaysian Perspective

The technological advancement in the blended learning enables the accounting educators to combine the face-to-face learning with the online learning. This research argues that the usage of the blended learning web tools could address the concern of the Halatuju 2 on student-centered learning in the Malaysian Institute of Accountants (MIA) accredited universities. However, in Malaysia, little is known on how has blended learning web tool been used in the accounting courses. Therefore, this research presented a qualitative study on a blended learning web tool, known as Blendspace, utilised in the Public Sector Accounting course, offered at the MIA accredited university. The first objective of this research was to report how frequent the 124 accounting students used the Blendspace. Secondly, it explained the influencing factors of the Blendspace usage from the experience of five accounting students. Thirdly, it recommended how the usage of Blendspace can be improved. Data were collected through multiple data sources namely from the documents’ review, phone interviews and observation. The findings reported the usage frequency, factors of Blendspace usage (ease of use, usefulness and accounting students’ attitude). In the perspective of theoretical contribution, this research extends the concepts in the student involvement theory using the blended learning. For this case, since the Blendspace was utilised for the first time in the public sector accounting course, the findings from this research would enhance the usability of the Blendspace in the current and other accounting courses.

Seeking to Understand Faculty-Student Interaction at Community Colleges

One fundamental aspect of engagement in higher education is faculty-student interaction (FSI). FSI has been associated with student success and persistence in both four- and two-year institutions. Due to limited research concerning diverse students, understanding student engagement in higher education is based on White, traditional-age students who attend four-year institutions. Community colleges enroll almost half of United States undergraduates, and these students are considered nontraditional. Community college students’ primary involvement or interaction typically occurs inside the classroom due to students’ part-time status, employment responsibilities, limited involvement in student activities, and attendance at nonresidential campuses. Examining FSI is a possible approach to understand and support community college students in their educational endeavors. The purpose of this study was to explore the variables that predict FSI of community college students. This research project was guided by two theories that examine student engagement and FSI: Astin’s (1985) student involvement theory and Pace’s (1979) student development and college impress model. Descriptive and inferential statistics examined the data and answered three research questions. Analyses revealed that age, grants/scholarships, grade point average (GPA), orientation program/course participation, and learning community participation were significant predictors of FSI for full-time community college students; first-generation status, GPA, orientation program/course participation, and learning community participation were significant predictors of FSI for part-time community college students.

Bridging Student Engagement and Satisfaction: A Comparison between Historically Black Colleges and Universities and Predominantly White Institutions

Over the last 40 years, numerous studies have been conducted on the impacts of historically Black colleges and universities (HBCUs) on African American students. An overwhelming majority of these studies attested to the beneficial academic and developmental effects of HBCUs for African American students (Allen, 1992; Astin, Tsui, & Avalos, 1996; Bonous-Hammarth & Boatsman, 1996; Davis, 1991; Fleming, 1984; Harper et al., 2004; Kim & Conrad, 2006; Roebuck & Murty, 1993; Seifert, Drummond, & Pascarella, 2006). Numerous other studies compared aspects of African American undergraduate experiences at HBCUs and predominantly White institutions (PWIs) and concluded that African American students learned better and were more satisfied at HBCUs than at PWIs (Bohr et al., 1995; Cokley, 1999; DeSousa & Kuh, 1996; Flowers & Pascarella, 1999; Kim & Conrad, 2006; Palmer & Gasman, 2008; Watson & Kuh, 1996).Among these studies, many have addressed the topic of student engagement, and some addressed the issue of student satisfaction, but few focused on the relationships between student engagement and student satisfaction (Outcalt & Skewes-Cox, 2002). Researchers have found that positive student satisfaction is connected with higher student persistence, better word-of-mouth reputation of the institution (Schreiner, 2009), more alumni involvement, and increased financial contributions (Gaier, 2005; Miller & Casebeer, 1990; Monks, 2003), all of which are desirable outcomes of higher education. Therefore, the authors wondered if increasing student engagement would lead to higher student satisfaction at HBCUs, which in turn may lead to the above-mentioned desirable outcomes. The purpose of this study was to examine the relationship between student engagement and student satisfaction for African Americans who enrolled at HBCUs and PWIs. For the purpose of this study a new method of selecting peer institutions for HBCUs was adapted, which would yield a more comparable group of institutions.LITERATURE REVIEWStudent Engagement and SatisfactionAlexander Astin's (1984, 1985, 1991) theory of student involvement and educational assessment framework-input-environment-outcome (I-E-O) model-provided the foundation and conceptual framework to understand the importance and impact of college student engagement. The last several decades have seen voluminous research in college student development supporting Astin's claim that the time and energy students devote to educationally purposeful activities is one of the best predictors of their learning and personal development in college (Astin, 1993; Carini, Kuh, & Klein, 2006; Kuh et al., 2008; Kuh et al., 2010; Pace, 1980; Pascarella & Terenzini, 1991, 2005). Wolf-Wendel and associates (2009) pointed out that the concept of student engagement actually includes two components. The first component of student engagement is what Astin called student involvement, which is the amount of physical and psychological energy students devote to educational experiences. The second component of student engagement involves how many resources and efforts an institution puts into creating and maintaining a nurturing environment that promotes student involvement (Kuh, 2001). The importance of the second component of student engagement is that institutions that more fully engage their students in educational activities can claim to be of higher quality in comparison with similar types of colleges and universities (Kuh, 2004).Certain institutional practices are known to lead to high levels of student engagement. For example, in 1987, Chickering and Gamson published the Seven Principles of Good Practices in Undergraduate Education. These seven principles have been studied extensively and dispensed widely in many aspects of American higher education (Caboni, Mundy, & Duesterhaus, 2002; Chickering & Gamson, 1999; Poulsen, 1991;RoschN Sorcinelli, 1991; Whitt et al. …