ERIC Number: EJ804830
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: N/A
Informing, Apprising, Guiding, and Mentoring: Constructs Underlying Upperclassmen Expectations for Advising
Propp, Kathleen M.; Rhodes, Steven C.
NACADA Journal, v26 n1 p46-55 Spr 2006
We examined the mental constructs that guide students' expectations for advisor behavior. Through exploratory factor analysis, we identified four factors that underlie students' expectations. Interpretive analysis revealed underlying dimensions reflected by the factors of advisor role and enactment level. Specifically, the first dimension reflected that advisors may be expected to perform as academic and developmental advisor. The second dimension showed a refinement of factors such that each role could be enacted in a generalized or individualized manner. Based on the identified role and enactment level, four constructs were posited to guide students' expectations for advisors: informing, mentoring, guiding, and apprising. Findings suggest that students prefer that advisors display the informing, guiding, and apprising behaviors significantly more than mentoring behaviors.
Descriptors: Student Attitudes, Faculty Advisers, Behavior, Expectation, Counselor Role, Information Dissemination, School Guidance, Mentors, Factor Analysis, Academic Advising
National Academic Advising Association. NACADA Executive Office, Kansas State University, 2323 Anderson Avenue Suite 225, Manhattan, KS 66502-2912. Tel: 785-532-5717; Fax: 785-532-7732; e-mail: firstname.lastname@example.org; Web site: http://www.nacada.ksu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A