The Role of Interactional Justice in Academic Advising
DOI:
https://doi.org/10.26209/mj2462418Keywords:
interactional justice, academic advising, student satisfaction, intent to persistAbstract
This study merges literature on supervisor-employee relationships and adviser-student relationships to examine interactional justice as a common feature of high-quality advising. We conducted a survey of 396 undergraduate students at a regional university in the United States and developed a new measure of interactional justice in advising that predicted two indicators of student success: college students’ intent to persist to graduation and their satisfaction with advising. Interactional justice explained 15% of variability in students’ intent to persist and 44% of variability in students’ satisfaction with advising. Interactional justice also accounted for positive associations between intent to persist and incidence of developmental as well as prescriptive advising (B = .84 and .37). Additionally, interactional justice explained positive associations between these significantly different advising styles and students’ satisfaction, reducing the shared variance between satisfaction and developmental advising from 53% to 8%—and reducing the shared variance between satisfaction and prescriptive advising from 13% to 0.00%. We propose the concept of justified advising and discuss ways interactional justice can be incorporated into a variety of different advising styles.
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