ERIC Number: EJ1004439
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 29
Academic Advising: Does It Really Impact Student Success?
Young-Jones, Adena D.; Burt, Tracie D.; Dixon, Stephanie; Hawthorne, Melissa J.
Quality Assurance in Education: An International Perspective, v21 n1 p7-19 2013
Purpose: This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process. Design/methodology/approach: Student participants (n = 611) completed a survey exploring their expectations of and experience with academic advising. Principal axis factor analysis, multiple regression analyses, and analyses of variance were applied to student responses. Findings: Six interpretable factors (i.e. advisor accountability, advisor empowerment, student responsibility, student self-efficacy, student study skills, and perceived support) significantly related academic advising to student success. Differences emerged with regard to advisement of demographically diverse students. Practical implications: The results suggest improvements in advising practices, particularly interventions focused on specific demographic populations. Originality/value: The present study contributes to existing literature by expanding advising research beyond student satisfaction to explore how it influences student success. Additionally, results suggest a need for future research that further develops the concept and practice of quality academic advising. (Contains 3 tables and 2 notes.)
Descriptors: College Students, Factor Analysis, Academic Advising, Study Skills, Student Needs, Self Efficacy, Student Attitudes, Student Responsibility, Academic Achievement, Success, Expectation, Accountability, Empowerment, Correlation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A