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“Advise Me!” Understanding Undergraduate Student Perceptions of Learning in Academic Advising

This dissertation is a theoretically driven empirical analysis of instructional communication in academic advising. It explores the effects of perceived advisor accommodation on advisee learning. Specifically, it examines whether academic advisors employ accommodation communication that influence affect, cognitive learning, and behavioral learning outcomes in advisees. Four hundred and seventeen students were asked to report on their perceptions of learning through an online cross-sectional survey that addressed communication accommodation strategies employed in the advisor/advisee experience. Results show that behavioral learning (measured by intentions) was significantly predicted by advisor inquiry of school-related content (β = .391, p < .01); advisor attentiveness (β = -.169, p < .01); affect toward advising content (β = .154, p < .01); and cognitive knowledge (β = .244, p < .01)].

Identiferoai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:comm_etds-1010
Date01 January 2013
CreatorsSimpson, Schyler
PublisherUKnowledge
Source SetsUniversity of Kentucky
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses and Dissertations--Communication

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