CHI TIẾT NGHIÊN CỨU …

Tiêu đề

The relationship of world views of advisors and students and satisfaction with advising: A case of homogenous group impact

Tác giả

Coll J.E.; Zalaquett C.

Năm xuất bản

2007

Source title

Journal of College Student Retention: Research, Theory and Practice

Số trích dẫn

DOI

10.2190/CS.9.3.b

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-41449113523&doi=10.2190%2fCS.9.3.b&partnerID=40&md5=68a98e6494708143f5ae7cd5634a33a4

Tóm tắt

The purpose of this study was to investigate whether differences in world-views between academic advisors and their advisees (both traditional and non-traditional students) impact students' use of and satisfaction with the advising process. This study surveyed 115 students and 5 advisors from a four-year liberal arts university in southeastern United States. Analyses of the data revealed no significant differences among traditional and non-traditional students' worldviews. However the degree of match between advisees and their advisors on two components of worldviews (self-worth and meaningfulness) was related to students' use of and satisfaction with the advising process. There was a significant difference (F = 4.398, p < .0148) between students' self-worth and their perception of whether their advisors understood them. There was also a significant difference (F = 4.172, p < .0183) between student self-worth ratings and their commitment to actively seeking advising. In addition, there was a significant difference (F = 3.57, p < .0336) between student perceptions of "meaningfulness" and how students perceived the importance of advising. These findings suggest that a) students who have a similar selfworth value as their advisor have a sense that they are being understood, b) students who scored high or were within the means of their advisors selfworth tended to actively seek advising, and c) students who scored high or above their advisors mean score in meaningfulness, felt that advising was an important activity tor them. Implications for how understanding students' worldviews might improve academic advising are also discussed. © 2007, Baywood Publishing Co., Inc.

Từ khóa

Tài liệu tham khảo

Bean J.P., Metzner B.S., A conceptual model of nontraditional undergraduate attrition, Review of Educational Research, 55, pp. 485-540, (1995); Brown T., Rivas M., Advising multicultural populations for achievement and success, First generation college students. New directions for community colleges, 62, (1983); Carstensen D.J., Silberhorn C.A., A national survey of academic advising, final report, (1979); Edwards R., Person D., Retaining the adult student: The role of admission counselors, Journal of College Admission, 154, pp. 18-21, (1997); Frost S.H., Educational improvement through academic advising: Advisor attitudes and practices that make a difference, Annual Meeting of the Southern Association for Institutional Research, (1990); Gordon V.N., Wesley R.H., Academic advising: A comprehensive handbook, (2000); Grites Y., Academic advising: Getting us through the eighties, AAHE-ERIC Higher Education Report, (1979); Herr E.L., Niles S.G., Career: Social action in behalf of purpose, productivity, and hope, Social action: A mandate for counselors, pp. 117-156, (1998); Hicks M.A., Shere C., Toward reflective admission work: Making a case for transformative approach in admission practice and reflection in action, Journal of College Admission, 178, pp. 16-27, (2003); Ibrahim E.A., Effective cross-cultural counseling and psychotherapy: A framework, The Counseling Psychologist, 13, pp. 625-638, (1985); Janoff-Bulman R., Shattered assumptions: Towards a new psychology of trauma, (1992); Kant I., Critique of judgment: Including the first introduction, (1987); King M.C., Academic advising, retention and transfer, New Directions for Colleges, 21, 2, pp. 21-31, (1993); Koltko-Rivera M.E., The psychology of worldviews, Review of General Psychology, 8, 1, pp. 3-58, (2004); Midgen J., The professional advisor, NACADA Journal, 9, 1, pp. 63-68, (1989); Noel L., College student retention: A campus wide responsibility, Journal of the National Association of College Admissions Counselors, 21, pp. 33-36, (1976); Levitz N., Adult Learner Satisfaction Priorities Report, (2003); Sue D.W., Eliminating cultural oppression in counseling: Toward a general theory, Journal of Counseling Psychology, 25, pp. 419-428, (1978); Sue D.W., Arredondo P., McDavis R.J., Multicultural counseling competencies and standards: A call to the profession, Journal of Multicultural Counseling and Development, 20, pp. 644-688, (1992); Sue D.W., Sue D., Counseling the culturally diverse: Theory and practice, (2003); Tinto V., Leaving college: Rethinking the causes and cures of student attrition, (1993); Winston R., Miller T., Ender S., Grites T., Developmental academic advising, (1994)