Are Students More Satisfied with Academic Advising when There Is Congruence between Current and Preferred Advising Styles?

Autor/inn/en	Hale, Margo D.; Graham, Donna L.; Johnson, Donald M.
Titel	Are Students More Satisfied with Academic Advising when There Is Congruence between Current and Preferred Advising Styles?
Quelle	In: College Student Journal, 43 (2009) 2, S.313-324 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Akademischer Rat; Schülerbefragung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Messdaten; Interest profile; Interessenprofil; Individueller Unterschied; Congruence; Psychology; Kongruenz; Psychologie; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Schülerverhalten
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10