Predicting Student Satisfaction with Academic Advising
DOI:
https://doi.org/10.26209/mj1061570Abstract
This study examined the responses of 394 students to a survey about academic advising at a small private school in the Northeast. The results indicated that there is a significant difference in the perception of advising depending on the major selected by the student. In addition, differences in gender and reported grade-point averages generated significant differences. The frequency of student encounters with their advisers and student grade-point average was not significant. The relationship between the number of semesters students were assigned to the same adviser and satisfaction with the advising process also proved to be not significant. Finally, the class standing of the student was not related to student satisfaction. Using factor analysis and expanding the analysis to include six years of data, the authors were able to identify the key items that affect student satisfaction with advising.
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