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The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence./
Author:	Reyes, Reginald.
Description:	1 online resource (154 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355845235

The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence.
Reyes, Reginald.

The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence. - 1 online resource (154 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--University of South Alabama, 2018.

Includes bibliographical references

The purpose of this dissertation was to determine the impact of developmental academic advising on first year students' intent to return, satisfaction with advising, and overall experiences with the advising process. The evolution of academic advising from prescriptive methods to the widely-accepted developmental strategies has resulted in a student-centered focus for academic support services. The quality and availability of academic support services including academic advising are essential in determining educational quality. Academic advisors play a significant role in terms of impacting levels of student engagement, specifically among first year students. Their responsibilities are not limited to advising, but also include mentoring and academic support. The study utilized a mixed-methods concurrent research design where data was collected simultaneously via an online survey method. Tinto's Student Integration Model (1975) served as the theoretical framework to explain the level of social and academic integration. Quantitative data collection was accomplished with the Academic Advising Inventory by Winston and Sandor (1984a). The instrument measures include several scales related to developmental-prescriptive advising, advisor--advisee relationships, and advising satisfaction. Qualitative data collection was collected through the use of open-ended survey questions. The research indicated high-levels of satisfaction with developmental advising practices. Developmental strategies were also found to impact first-year intent to return.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355845235Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence.
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245 1 4 $a The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Ronald A. Styron, Jr.
502 $a Thesis (Ed.D.)--University of South Alabama, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this dissertation was to determine the impact of developmental academic advising on first year students' intent to return, satisfaction with advising, and overall experiences with the advising process. The evolution of academic advising from prescriptive methods to the widely-accepted developmental strategies has resulted in a student-centered focus for academic support services. The quality and availability of academic support services including academic advising are essential in determining educational quality. Academic advisors play a significant role in terms of impacting levels of student engagement, specifically among first year students. Their responsibilities are not limited to advising, but also include mentoring and academic support. The study utilized a mixed-methods concurrent research design where data was collected simultaneously via an online survey method. Tinto's Student Integration Model (1975) served as the theoretical framework to explain the level of social and academic integration. Quantitative data collection was accomplished with the Academic Advising Inventory by Winston and Sandor (1984a). The instrument measures include several scales related to developmental-prescriptive advising, advisor--advisee relationships, and advising satisfaction. Qualitative data collection was collected through the use of open-ended survey questions. The research indicated high-levels of satisfaction with developmental advising practices. Developmental strategies were also found to impact first-year intent to return.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 1148448
650 4 $a Higher education administration. $3 1148709
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0446
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710 2 $a University of South Alabama. $b College of Education. $3 1181552
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