Male--Male Advising Relationship in Psychology

This chapter presents a coaching approach to promote higher-order discussion skills in synchronous chats. Combining the Community of Inquiry framework with elements of the Co-Active Coaching Model has resulted in a guide for coaching interventions and discussion outcomes. The approach separates the discussion process coach’s role from that of the course instructor and complements the instructional work of the class. Learners have an opportunity to improve their performance in a voluntary advising relationship that promotes action, learning, and accountability.

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STUDENT PREFERENCES FOR PERSONAL CONTACT IN A STUDENT-FACULTY ADVISING RELATIONSHIP

NACADA Journal ◽

10.12930/0271-9517-7.2.34 ◽

1987 ◽

Vol 7 (2) ◽

pp. 34-40 ◽

Cited By ~ 14

Author(s):

Lynda L. Fielstein

Keyword(s):

Personal Relationship ◽

Personal Contact ◽

Developmental Advising ◽

Faculty Advising ◽

Student Preferences ◽

Faculty Advisor ◽

Advising Relationship

The author of this study states that its purpose is to “arrive at a clearer understanding of the type of relationship students want when interacting with a faculty advisor. “ Many researchers claim that a strong, personal relationship is preferred, but is this actually the case? Is developmental advising, which focuses on the integration of a student's social, physical, psychological, and cognitive needs, the form of advising students themselves prefer? The question is a significant one if we are to believe that advising – quality advising – plays a key role in student morale and retention.

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A Study of Undergraduate Students’ Perception about Academic Advising in an Indonesian University

Humaniora ◽

10.21512/humaniora.v11i2.6490 ◽

2020 ◽

Vol 11 (2) ◽

pp. 129-135

Author(s):

Imelda Junita ◽

Fanny Kristine ◽

Sherlywati Limijaya ◽

Tabita Emmanuella Widodo

Keyword(s):

Undergraduate Students ◽

Academic Advising ◽

Quantitative Research ◽

Course Selection ◽

Developmental Advising ◽

Institutional Policies ◽

Prescriptive Advising ◽

Advising Relationship ◽

The University ◽

Students Satisfaction

The aim of the research was to explore undergraduate students’ perceptions about academic advising in an Indonesian university by measuring aspects of academic advising, involving the nature of advising relationship, the frequency of activities occurring during advising sessions, and students’ satisfaction with academic advising. The research applied quantitative research conducted by administering a questionnaire. The sample consisted of 302 undergraduate students who were asked to respond about the type of academic advising they perceived, topics discussed between advisor and student during academic advising sessions, and their satisfaction with academic advising in the university. The results show that the undergraduate students at an Indonesian university perceive their academic advising as ‘developmental advising’ rather than ‘prescriptive advising’. Undergraduate students perceive that the advisors not only focus on academic performance but also students’ holistic development. Most students are satisfied with the academic advising they have experienced. The topics most frequently discussed are related to the registration and course selection, while the topics most rarely discussed are related to institutional policies. In general, 72,85% of students satisfy with the academic advising they have experienced.

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Faculty as Part of the Advising Equation: An Inquiry into Faculty Viewpoints on Advising

NACADA Journal ◽

10.12930/0271-9517-20.1.16 ◽

2000 ◽

Vol 20 (1) ◽

pp. 16-23 ◽

Cited By ~ 14

Author(s):

Randy K. Dillon ◽

Bradley J. Fisher

Keyword(s):

Focus Groups ◽

Faculty Members ◽

Survey Questionnaire ◽

Student Expectations ◽

Faculty Advisor ◽

Administrative Personnel ◽

Advising Relationship ◽

Faculty Concerns

This study examines faculty advisor perspectives on faculty-student advising interactions. A survey questionnaire and two focus groups tapped faculty concerns about a variety of advising issues that faculty members feel contribute or detract from successful advising. Questions regarding the influence of the advising process, including the role of advisors and perceived student expectations, were also asked of advisors. Suggestions for improving the faculty-student advising relationship were also sought. Results suggest that advisors' knowledge of advising and preparation contribute to advising success. Advisors also reported a concern that the time and importance of good advising were not sufficiently recognized by upper-administrative personnel.

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Academic Advising as Friendship

NACADA Journal ◽

10.12930/0271-9517-25.2.10 ◽

2005 ◽

Vol 25 (2) ◽

pp. 10-19 ◽

Cited By ~ 9

Author(s):

William K. Rawlins ◽

Sandy P. Rawlins

Keyword(s):

Academic Advising ◽

Theoretical Basis ◽

Theoretical Work ◽

Civic Friendship ◽

Advising Relationship

We present a theoretical basis for engaging in academic advising as friendship and offer examples of the applicability of friendship in advising. We begin with interconnections between civic friendship and personal friendship in the context of academic advising. Next we overview theoretical work on communication and friendship that offers characteristics and ideals of friendship relevant to academic advising. Then we provide a dialectical framework describing six tensions that potentially emerge in the advising relationship viewed as a friendship. We argue that advisors and advisees must negotiate the tensions and benefits that potentially arise from practicing the academic advising relationship as friendship.

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The Advanced Undecided College Student: A Qualitative Study

NACADA Journal ◽

10.12930/0271-9517-17.2.23 ◽

1997 ◽

Vol 17 (2) ◽

pp. 23-30 ◽

Cited By ~ 5

Author(s):

Susan J. Hagstrom ◽

Thomas M. Skovholt ◽

David A. Rivers

Keyword(s):

College Students ◽

Decision Making ◽

College Student ◽

Qualitative Study ◽

Research University ◽

Self Esteem ◽

Good Decision ◽

Family Issues ◽

Advising Relationship ◽

Undecided College Students

This qualitative study examined 16 advanced undecided college students at a large Midwestern research university and identified eight themes in their experiences with undecidedness: a) frustration, anxiety, and hopelessness; b) fear of commitment; c) fear of judgment; d) self-doubt and low self-esteem; e) difficulty setting goals; f) family issues; g) reluctance to seek help; and h) the desire for a personal, caring advising relationship. All of the students viewed undecidedness as a distressing experience, and all seemed to need help developing good decision-making skills. Additional conclusions, observations, and advising implications are discussed.

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Measuring Advisor Relationship Perceptions Among First-Year Students at a Small Midwestern University

NACADA Journal ◽

10.12930/0271-9517-30.2.53 ◽

2010 ◽

Vol 30 (2) ◽

pp. 53-64 ◽

Cited By ~ 2

Author(s):

Kristi Bitz

Keyword(s):

Relationship Quality ◽

Internal Consistency ◽

First Year ◽

First Year Students ◽

Replication Studies ◽

Advising Relationship ◽

Midwestern University ◽

Instrument Measuring ◽

Development And Validation ◽

First Year Seminar

In this article, I report on the development and validation of a new survey instrument measuring first-year students' perceptions of the advising relationship. I collected survey data from 113 residential freshmen enrolled in a first-year seminar course at a small, public, midwestern university during the fall of 2009. Factor analysis of students' responses to the survey revealed three key components of the advising relationships: advisor concern, advisor contact, and advising relationship quality. Internal consistency of students' responses to questions loading on each factor, as measured with Cronbach's a, ranged from .89 to. 93, and the internal consistency for all survey items was .95. The article concludes with a revised version of the questionnaire as a basis for future replication studies.

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