A strong correlation between college involvement and success can be found. College involvement can be characterized in several ways, such as living on campus, part-time campus jobs (Astin, 1984), through friendship support (Bern et al, 1966; Scott, 1971), from extra-curricular activities (Wolford, 1964; Bernis, 1967; Spady, 1971), and from college faculty interaction (Rock, 1971; Spady, 1970). Campus involvement on the art of the student not only relates to academic success, but also to identity achievement (Weston & Stein) and general satisfaction with the academic experience (Witt & Handal, 1984). Lack of involvement seems to be a negative influence. Students who lacked involvement appeared powerless and used by others for purposes other than their own (Seaman, 1959).

The importance of involvement within the campus to success is best summed up by Vincent Tinto (1975):

Instance of social integration occurs primarily through informal peer group associations, semi-formal extra-curricular activities and interaction with faculty and administrative personnel with in the college. Successful encounters in these areas result in various degrees of social communication, friendship support, faculty support, and college affiliation. Each of which can be viewed as important social rewards that become part of a person's generalized evaluation of the costs and benefits of college attendance.