ERIC Number: EJ872246
Record Type: Journal
Publication Date: 2009-Jun
Abstractor: As Provided
Reference Count: 32
Are Students More Satisfied with Academic Advising when There Is Congruence between Current and Preferred Advising Styles?
Hale, Margo D.; Graham, Donna L.; Johnson, Donald M.
College Student Journal, v43 n2 p313-324 Jun 2009
Undergraduate students (n = 429) were surveyed to determine the style of advising used by their current advisor, the students' preferred advising style, and their satisfaction with advising. A majority of students (79.8%) identified their current advisor as using a developmental advising style. Nearly all (95.5%) respondents preferred developmental advising. Students with developmental advisors and a preference for developmental advising (77.9%) had significantly (p less than 0.05) higher satisfaction than students with prescriptive advisors and a preference for developmental advising. Students experiencing congruence between their advisor's style and their preferred advising style had significantly (p less than 0.0001) higher satisfaction with advising than students experiencing incongruence. The effect size for congruence (or incongruence) on satisfaction was large (Cohen's d = 1.05). (Contains 3 tables and 2 figures.)
Descriptors: Undergraduate Students, Academic Advising, Participant Satisfaction, Student Surveys, Agricultural Education, Measures (Individuals), Interest Inventories, Individual Differences, Counselor Client Relationship, Congruence (Psychology), Counseling Techniques, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A