Everything You Have Always Wanted to Know About Academic Advising (Well, Almost)

Robbins, Rich

doi:10.1080/87568225.2012.685855

Cited by 23 publications

(42 citation statements)

References 11 publications

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“…The MRS advisors were trained to recognize that many second-and third-year students in need of new majors were at an elevated risk for leaving the college without a degree (e.g., being dismissed or dropping out), and advisors accepted a vital role in promoting student retention. Similar to other types of academic advisors, the MRS advisors only work with students who request advising to re-select majors and serve as liaisons between students and mental health counseling professionals (e.g., Kadar, 2001;Robbins, 2012).…”

Section: Characteristics Of Major Re-selection Advisingmentioning

confidence: 99%

Major Re-selection Advising and Academic Performance

et al. 2017

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We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (β = .33, p < .001) and program GPAs (β = .28, p < .001). Implications for student advising are discussed.

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Section: Characteristics Of Major Re-selection Advisingmentioning

confidence: 99%

Major Re-selection Advising and Academic Performance

et al. 2017

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“…This model offers standard procedures for all students that need much structure,it can sometimes be helpful to students that need to be reminded to read the assignment and attend lectures, look for a mentoring relationship, or engage themselves in an extracurricular activity. When the prescriptive model is in implementation, the student may be viewed as being undeveloped, inexperienced, negligent, in need of strict monitoring, and incompetent in decision-making skills [8]and [9] .…”

Section: {1] Emphasized That the Idea Of Academic Advising Originatedmentioning

confidence: 99%

Relationship between Students' Satisfactions of Academic Advising and Students' Success

Saad¹,

Elhadary²,

Hamed³

2017

IOSR JNHS

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“…4 However, student needs also vary among peers within class year. One student may enter college with the knowledge of what major/career path to pursue, while another student may not decide until junior year.…”

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confidence: 99%