ERIC Number: ED317113
Record Type: RIE
Publication Date: 1989-Oct-15
Reference Count: N/A
Academic Advising and Cognitive Development: Is There a Link?
This paper explores the relationship of developmental advising and frequency of faculty-student contact to college students' cognitive growth. The study involved freshmen at two metropolitan Atlanta (Georgia) women's colleges: Agnes Scott College and Brenau College. Brenau freshmen participate in a two-quarter seminar which includes academic advising. At Agnes Scott College, advising groups meet occasionally, and individual conferences are held. The Watson-Glaser Critical Thinking Appraisal was completed by the freshmen as a pretest. In the spring, the Watson-Glaser was administered again, and the Academic Advising Inventory was administered to measure advisor style and frequency of faculty-student contact for advising purposes. Multiple regression investigated the variance in pre- and post-test Watson-Glaser scores explained by scores on the advising inventory and by frequency of contact. Quite high levels of developmental advising were revealed at both colleges. Significant variance in cognitive growth scores explained by advising style was found on two scales of the Watson-Glaser at Agnes Scott College, but not at Brenau. No sgnificant results were detected between frequency of contact and developmental advising at either institution. The paper concludes with recommendations for planning advising programs, future research topics, and 11 references. (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the National Academic Advising Association (13th, Houston, TX, October 15, 1989).