A Study of Academic Advising Satisfaction and its Relationship to Student Worldviews

Abstract

The purpose of the present investigation was to determine the relationship between worldview and satisfaction with advising. More specifically, this study examines the relationship among level of advising satisfaction, worldviews of students, and the student's perception on advising. The findings of this study indicate that a positive relationship exists between a holistic approach to advising and advising satisfaction. Furthermore, the results suggest that overall student characteristics are not as relevant to advising satisfaction as the style of advising used by the faculty, which may influence university retention efforts.

Nursing Student Satisfaction and Organizational Performance Gap

“…AAE positively contributes to learning environment, enhances learning-teaching process, and hence student development and academic achievement (Coll, 2008;Turner et al, 2009; El-Hilali et al, 2015), as successful academic advisor put students' worldview and their psychological development as late adolescent/young adult into consideration. Both are important to the student identity that is crucial in goal setting of career and life as a whole for this stage of human development (Sokol, 2009) in addition to his/her persistence in higher education (Coll, 2008;Schreiner and Nelson, 2013). In this regard, Clements et al (2016) assured on students' professional identity as a basic for their commitment and retaining in nursing education.…”

“…The improvement of educational service could be largely impacted by its consumers themselves who are usually late adolescents/young adult (American Academy of Child and Adolescent's Facts for Families, 2008;Coll, 2008;Coleman, 2011). They mainly constitute the larger numbers of undergraduates in higher education and represent a specific transition from adolescence to young adulthood (Coleman, 2011), the "key driver of economic productivity" (Viner, 2012 p. 3) as identified by World Bank (2007).…”

Student Characteristics and Collegiate Environments that Contribute to the Overall Satisfaction With Academic Advising Among College Students

“…Upcraft, Gardner, and Barefoot (2005) label developmental advising as a more holistic approach where a relationship is developed between student and advisor, whereas a prescriptive relationship is largely based on an advisor giving answers to academic questions. Coll (2008) urges advisors to take a developmental approach by considering a student's psychosocial development. Self (2008) is concerned that there is not enough time for academic advisors to address personal crisis in addition to educational advising; therefore, the default method may be prescriptive academic advising.…”

Answering the call : an examination of multicultural competence among academic advising professionals.

“…Research contends that advisors' communication styles, beliefs, values, worldviews, and perceptions about students of color are some of the characteristics needing to be better understood (Brown & Rivas, 1993;Castellanos et al, 2007;Clark & Kalionzes, 2008;Coll, 2009;Cuyjet et al, 2011;Harding, 2008;King & Howard-Hamilton, 2003). It is also imperative to explore the degree to which an academic advisor's personal and professional background affects those characteristics (Harding, 2008;Porter, 2011).…”