TOO MUCH OF A GOOD THING: - PowerPoint Presentation

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TOO MUCH OF A GOOD THING:

THE PERILS OF OVER-INVOLVEMENT

Matt Couch, Ph.D.

Director, Student Activities & Student Life OrientationSlide2
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WHY EXPLORE

OVER-INVOLVEMENT?

Slide5

QUICK

LIT REVIEW Slide6

Astin’s (1984) Student Involvement Theory

LIT REVIEW

Investment of physical and psychological energy

Involvement occurs along a continuum

Has both quantitative and qualitative aspects

Amount of learning and personal development directly proportional to the quantity and quality of student involvement

Effectiveness of any educational policy directly related to its capacity to enhance student involvement

Inputs-Environment-Outputs (I-E-O)Slide7

“

Although the theory of involvement generally holds that ‘more is better,’ there are probably limits beyond which increasing involvement ceases to produce desirable results and can even become

counterproductive.”

Astin, 1984, p.307Slide8

“

Although the theory of involvement generally holds that ‘more is better,’

there are probably limits beyond which increasing involvement ceases to produce desirable results and can even become

counterproductive.

”

Astin, 1984, p.307Slide9
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Other Key Constructs

LIT REVIEW

Student engagement (Kuh)

Sense of belonging (

Bensimon

, Strayhorn)

Peer interaction (Newcomb)

Integration (Tinto)

Negative or negligible influence of co-curricular involvement

Environmental theories (Strange & Banning)

Campus culture and environmental pressSlide11

LIT REVIEWSlide12

Definition of Over-Involvement

LIT REVIEW

P

articipation

in co-curricular activities for students who experience involvement-related challenges to their achievement of positive outcomes. These challenges may be academic, social, health, or

wellness-related.Slide13

METHODOLOGY Slide14

Phenomenology

METHODOLOGY

Qualitative, interpretivist epistemology

Reducing

the experiences a number of individuals have with a certain phenomenon to

a

description of the universal

essence

Hermeneutical approach – containment of presuppositionsSlide15

Research Questions

METHODOLOGY

(1) What does it mean to be over-involved in college

?

(

2) How are students motivated to become deeply or broadly involved in co-curricular or extracurricular activities in college

?

(3

) How do students describe the impact of high levels of involvement on various aspects of their lives?Slide16

Sampling

METHODOLOGY

Network or snowball sampling

Criteria

(1)

Traditional-aged

(18-24)

full-time undergrads;

not in

first year

(

2)

Experienced

academic, social, health, or wellness-related challenges as a result of their co-curricular

involvement

(3

)

No

significant previous

interactions with researcher

(4

)

Consenting

participants who would be available for two 60- to 75-minute time blocks for

interviewingSlide17

Participants

METHODOLOGY

Sought 6-10 information-rich cases

30 students expressed interest, 15 completed questionnaire, 8 selected

4 women: Chicana, African-American, White, Middle Eastern

4 men: Asian-American, White, Latino, Indian-American

8 different primary majors

Diverse cross-section of involvementsSlide18
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FINDINGS Slide20

Broad Themes

FINDINGS

Early age patterns fortified in high school

Obsessive

level of college involvement resulting in physical, academic, interpersonal, and psychological

tolls

Strong

intrinsic and extrinsic motivations to begin and maintain

involvement

Silently

suffering through challenges while wearing a persona of composureSlide21

THE ESSENCE

OF OVER-INVOLVEMENT Slide22

DEBILITATING STRESS

CRYING FITS

FAKE IT ‘TIL YOU MAKE IT.

NO FOOD ALL DAY, ONLY CAFFEINE

WHAT DOESN’T KILL ME MAKES ME STRONGER.

NO ONE UNDERSTANDS.

LOST FRIENDSHIPS

I CAN’T QUIT. I MADE A COMMITMENT.

4-5 HOURS OF SLEEP

THEY HAVE IT ALL TOGETHER.Slide23

“There’s

not really a separation for me between me and my involvements. My involvements are me.”

–

GABBYSlide24

“There are times when I forget to eat, and then I have to eat closer to practice time, and I prefer not to do that, but it happens. I get absorbed in my work, and that fuels me, and I don’t even realize that I should be eating. So, taking the time to step back, chill out, and eat is something I forget to do.”

–

MATTSlide25

“

As long as you’re alive I think you should be able to do as much as your body allows. That’s kind of more from a religious standpoint and just from growing up. I believe we are put here to serve others.”

–

RANIASlide26

“I don’t know if you’ve ever seen that triangle. It’s like good grades, sleep, and then social life. It’s like pick any two…I guess I’m like trying to choose three, and I feel like I’m not improving on any of this at all.”

–

VIKASSlide27

“I think I’m a little afraid to not be involved. Like I’m afraid of what I would do with that free time and how I would feel if I wasn’t always being busy.”

–

BRIANASlide28

First-Year Considerations

NSSE 2013: 68% report being involved at all (80% at Ohio State)

NSSE 2013: 4% more than 20 hours/week

CIRP Freshman Survey 2014: 50.7% report mental heath as above average (all time low)

Continuing high school patterns/norms

Environmental press: Prevalence of involvement messaging

Opportunity to sample everything before settling inSlide29

WHAT CAN WE DO ABOUT IT?Slide30

RECOMMENDATIONSSlide31

Implications for Practice

RECOMMENDATIONS

Institutional messaging about meaningful involvement

Debunk myths about need for non-stop engagement

Create opportunities for reflection, especially 1

st

& 2

nd

years

Consider the reward structures for student leaders

Normalize vulnerability and candid sharing of challenges

For parents – help kids prioritize taking time for themselves

Not trying to eradicate over-involvement; some stress is goodSlide32

QUESTIONS?

couch.28@osu.edu