ARE STUDENTS MORE SATISFIED WITH ACADEMIC ADVISING WHEN THERE IS CONGRUENCE BETWEEN CURRENT AND PREFERRED ADVISING STYLES?

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. Near...

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Detalles Bibliográficos
Publicado en:	College Student Journal Vol. 43; no. 2; pp. 313 - 325
Autores principales:	Hale, Margo D., Graham, Donna L., Johnson, Donald M.
Formato:	Artículo
Publicado:	Project Innovation Austin LLC Jun2009
Materias:	Undergraduates Counseling in higher education Universities & colleges U.S. Census Bureau Student affairs services Education policy Higher education Secondary education United States
Acceso en línea:	Ver este registro en EBSCOhost

Descripción
Sumario:	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 < .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 < .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).