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ERIC Number: ED354551
Record Type: Non-Journal
Publication Date: 1992-Oct
Pages: 24
Abstractor: N/A
Reference Count: N/A
Communication Apprehension and Academic Advising: Advising the Communicatively Apprehensive Student.
Hawkins, Katherine
Frequent, quality contact with faculty and professional staff (including academic advisors) has been associated with increased retention among undergraduate college and university students. Communication apprehension (CA) associated with interacting with faculty during academic advising may have a negative impact on retention. An instrument was developed and tested for measuring CA specifically associated with interacting with faculty and academic advisors, by altering the 24-item version of the Personal Report of Communication Apprehension to a 6-item Faculty/Advisor CA scale. Three major theories seek to explain the genesis of CA: excessive activation, inappropriate cognitive processing, and inadequate communication skills. Some practical ways to reduce the anxiety of advisees experiencing dysfunctional levels of CA in the academic advising context include: creating a relaxing environment, helping students realize that they are in control of their destiny by taking them slowly through graduation requirements, helping students relabel their arousal as a positive rather than negative emotion (i.e. excitement rather than dread), and not forgetting politeness and friendliness in favor of "efficiency" in the advising session. Further suggestions include: reducing uncertainty through general information sessions about advising and registration procedures, setting clear expectations and then rigorously conforming to them, adding structure and predictability to the advising process, and initiating contact with apprehensive students rather than waiting for them to come to the advisor. (An appendix contains the Faculty/Advisor Communication Measure.) (SR)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A